%0 Journal Article
%@ e-ISSN: 1308-1470 p-ISSN: 1694-609X
%A Winarti, -
%A Santi Eka Ambaryani, -
%A Himawan Putranta, -
%D 2022
%F digilib:51920
%J International Journal of Instruction
%K cognitive activities, metacognition skill, problem-solving, self-regulated learning, simple harmonic motion
%N 1
%P 139-154
%T Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving
%U https://digilib.uin-suka.ac.id/id/eprint/51920/
%V 15
%X Self-Regulated Learning (SRL) is important to solve learning problems. This research aimed to determine the effect of the problem-solving based Self-Regulated Learning (SRL) strategy on simple harmonic motion material toward the metacognitive abilities of student’s senior high school. This research applied a quasi-experimental method with a pre-test and post-test control group design. This research was conducted at Senior high school (SMAN 5 Yogyakarta) with student (n=216). This research used a quasi-experimental method with pre-test-post-test control group design. Sampling was carried out by purposive sampling technique. The instrument used was a test in the form of an essay question sheet and a non-test in the form of a self-regulation journal and student observation sheets. Based on the results of the research, the results of the post-test data hypothesis test for the experimental class and the control class obtained that the calculated Z value was greater than the Z table value (-3.677>-1.96) and the significance value (2-tailed) was 0.001 or less than 0.05. Therefore, the problem-solving based Self-Regulated Learning strategy affected the metacognitive ability of students. Metacognition ability was known on each self-regulation indicator as evidenced by the description of students' answers. It could be found from the N-gain average score, 0.5904, categorized as “moderate”. The learners’ metacognitive skills were found on each indicator of self-regulation, proven with the descriptions of learners’ answers. This learning strategy could be applied as a solution to reflect the learning and learners’ cognitive activities in solving physics problems.