I Made Astra, Yetty Supriyati, Eva Fadilla Putri
This study aims to determine the comparison of problem-based learning strategies assisted by animated video and without video-assisted animation on the metacognitive abilities of high school students. This research uses a quasiexperimental type of research with a pretest-posttest control group design. The instrument used in this study was a 4-item essay-shaped question instrument, where each question contained indicators of metacognitive abilities, namely: 1) planning, 2) monitoring, and 3) evaluation. The results of the data were processed with the Microsoft Excel 2016 application to test the validity, reliability, level of difficulty, and differentiation. Meanwhile, for the normality test, homogeneity, and hypothesis testing using the SPSS 23 application. In this study, the results showed that the metacognitive abilities of students from the control class were higher than the metacognitive abilities of students from the experimental class because the significance value obtained was around 0.5 or greater than 0.05. © 2021 American Institute of Physics Inc.. All rights reserved.
Physics Education Study Program, Faculty of Mathematics and Natural Sciences, Univeritas Negeri Jakarta, Jakarta, 13220, Indonesia
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