The Effectiveness of Metareflection-Based Problem-Based Learning on Students' Mathematical Critical Thinking Skills

Baso Intang Sappaile; Norma Nasir

doi:10.63922/ijevss.v5i04.7249

Baso Intang Sappaile Universitas Negeri Makassar, Indonesia
Norma Nasir Universitas Negeri Makassar, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.7249

Keywords: Problem-Based Learning, Metareflection, Mathematical Critical Thinking, Quasi-Experiment, Learning Effectiveness

Abstract

Students' mathematical critical thinking skills remain weak, and problem-based learning (PBL) as commonly practised rarely includes a deliberate stage in which students examine their own reasoning. This study aimed to determine the effectiveness of a metareflection-based PBL model on students' mathematical critical thinking skills. A quasi-experimental nonequivalent control group pretest-posttest design was employed with 60 students assigned to an experimental class (n = 30) and a control class (n = 30). Data were collected through a mathematical critical thinking test, a learning implementation observation sheet, and a student response questionnaire, and were analysed using descriptive statistics, normalized gain, and t-tests. Effectiveness was judged against four criteria: a mean posttest score above the minimum mastery criterion of 75, classical mastery of at least 80%, learning implementation in the good category, and positive student responses. The experimental class achieved a mean posttest score of 81.60, significantly above 75 (t(29) = 5.98, p < .001), classical mastery of 86.67%, learning implementation of 75.7% (good), and a positive response level of 81.42%. It also outperformed the control class (t(58) = 3.99, p < .001, d = 1.03). Integrating metareflection into PBL is therefore effective in developing students' mathematical critical thinking.

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