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Students' Critical Thinking Performance through Problem-Based Learning by Using Metacognitive Strategy

机译：通过使用元认知策略，通过基于问题的学习的学生的批判性思维表现

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The purpose of this research is to examine the performance of Problem Based Learning (PBL) by metacognitive strategy and critical thinking profile achieved by the students. The research used mix method with type explanotary sequential, while the research planning with the type of pre-test post-test control group design. The Subjects were the XI grade students in SMA 1 Kudus in the academic year 2017/2018. Data collection used essay questions and interview to describe the students' critical thinking ability on optical devices. The research result showed that PBL by using metacognitive strategy was effective to improve the students' critical thinking than PBL. The metacognitive strategy used in PBL learning trains the students to think to solve the problems faced. PBL by using metacognitive stategy has performed the higher score in indicator of asking and answering the questions, making and considering result, and integrating, but performance score was lower than the indicator which formulates questions, doing observation and assessing observation result report and defining and assessing the definition.
机译：本研究的目的是通过元认知策略和学生实现的批判性思维概况来研究基于问题的学习（PBL）的表现。研究用来混合方法与类型明显顺序，同时采用预测后检测控制组设计的研究规划。该科目是2017/2018学年中SMA 1 Kudus的Xi级学生。数据收集使用论文问题和面试来描述学生对光学设备的关键思维能力。研究结果表明，PBL通过使用元认知策略有效地改善学生的批判性思维而不是PBL。 PBL学习中使用的元认知策略列举学生们认为解决问题所面临的问题。通过使用元认知状态的PBL在提出问题，制作和考虑结果的指标中进行了更高的分数，并集成，但性能分数低于制定问题的指标，进行观察和评估观察结果报告和定义和评估定义。

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