Development and Validation of Learning Strategy for Metacognitive Skills Empowerment: PBLRQA (PBL integrated with Reading, Questioning, and Answering)

Abstract

Abstract. Traditional learning strategies were still dominated the pattern of lectures at the
\nFaculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Indonesia. This
\nstrategy was not optimal to empower metacognitive skills of students. Problem Based Learning
\n(PBL) is a constructivist learning strategy that could potentially in empowering metacognitive
\nskills. The implementation of PBL has revealed various benefits, but there was also some
\nweakness. Thus, it required a learning strategy, which is expected to cover that weakness of
\nPBL as Questioning, Reading, and Answering (RQA) learning strategy. RQA is a learning
\nstrategy developed based on the fact that almost all students do not read the upcoming lecture
\nmaterials, causing failure of learning strategy planned and finally the students’ comprehension
\nbecomes low. Integration PBL and RQA is called PBLRQA learning strategy. This research
\nwas a research and development (R & D). This article reports the development and validation
\nof the PBLRQA strategy. The research using 4D model (Define, Design, Develop, and
\nDissemination). The result of research showed that this learning strategy and its learning
\ninstrument to be a valid strategy and learning instrument of metacognitive skills empowerment.
\nTeacher can use this strategy in other lectures and consider with the learning material
\ncharacteristics.