Analysis of the Implementation of Research-Based Learning Material with STEM Approach in Improving Students’ Metacognitive Skill

Abstract

The purpose of this study (a) to determine the effect of RBL STEM learning material in improving the student metacognitive skill (b) to analyse the student phase portrait of their metacognitive skill in solving the problem of cascara herbal tea making. This type of research is a quasi-experimental group with one group pretest posttest design. The research subjects were 160 students in the 5th semester of the 2021/2022 academic year at the Jember State Polytechnic, Indonesia. The instrument used was a description test which was assessed using the rubric of metacognitive skill and metacognitive awareness inventory. Data were analyzed based on parametric statistical calculations. The indicators of metacognitive skill in problem solving used are planning, monitoring and evaluation. The results showed that RBL with the STEM approach affected metacognitive skill in overcoming the problem of using cascara as an herbal tea. The results of the correlation analysis showed an R of 0.286, so that the acquisition of linear regression Y = 52.135 + 0.286 X. From this equation it can be seen that for every 1-point increase in the item -improvement skills score, there is an increase in metacognitive skill of 52.135.