Analysis of Students' Academic Self-Concept and Metacognitive Skills in Problem-Based Learning in Senior High School
Keywords:
academic self-concept, metacognitive skills, Problem-Based LearningAbstract
The study is grounded on the significant role of psychological factors such as academic self-concept and metacognitive skills in achieving success in mathematics learning, particularly in the 21st-century education era. This study aims to describe the condition of students’ academic self-concept and metacognitive skills in mathematics learning through Problem-Based Learning (PBL) at a senior high school in Denpasar. This research employed a descriptive method with data collected through observation, interviews, and questionnaires. The observations revealed that although teachers implemented PBL and included social-emotional competencies in the teaching module, the implementation remained normative without concrete strategies, such as self-regulation techniques like S.T.O.P. Preliminary data showed that students’ average academic self-concept score was 3.01 (moderate category), while metacognitive ability scored 3.36 (moderate category). Field findings indicated: (1) students were passive when facing problems, (2) reluctant to participate despite being capable, (3) difficulties in explaining strategy choices, (4) dominance of high-achieving students during discussions, and (5) limited error reflection. These findings indicate weaknesses in academic confidence, perceived competence, and metacognitive regulation, including planning, monitoring, and evaluation. The results highlight the need for PBL integration with social-emotional strategies and self-regulation techniques to enhance students’ academic self-concept and metacognitive skills.
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