PBLRQA strategy potential in enhancing metacognitive skills of students with different academic achievement

The learning strategy used in the lecture process is currently oriented towards mastering the concept, and has not attempted to empower students' metacognitive skills. This research was a quasi-experimental study that aims to find out the influence of PBLRQA strategy on the metacognitive skills of students with different academic achievement in the study of animal physiology. This study used a pretest-posttest non-equivalent control group design. The sample of this study was the third year biology students as many as 115 people distributed in 4 groups. The experimental group was taught by using PBLRQA strategy and the control group was taught by traditional learning, each represented by two classes. Student cognitive retention is measured by essay questions. The research data were analyzed using descriptive and inferential statistics with two-ways covariate analysis (ANCOVA). The results showed that the score of metacognitive skills of students taught by PBLRQA increased by 55.23% from pretest to posttest, while those taught by traditional learning increased by 44.91%. The results of hypothesis testing showed that learning strategies, academic achievements, and interaction of both affect student metacognitive skills. The PBLRQA-upper academic achievement strategy's metacognitive skills differ significantly by 18.65% from the PBLRQA-lower academic achievement, while conventional-upper academic achievement learning strategies differ significantly by 10.02% from the conventional-lower academic achievement. Based on the results of the study, it was concluded that PBLRQA strategy could empower students' metacognitive skills with different academic achievement.