Abstract:

This study investigates the differences on students’ metacognitive skills based on problem solving and discussion methods. This study also investigates the students’ metacognitive skills viewed from cognitive flexibility levels. Quasi experimental design with post only design was used. Using cluster sampling technique the participants was 144 undergraduate of Elementary School Teacher program at a private institution in East Java, Indonesia, and used. The experimental group was treated by problem solving method, whereas the control group used discussion method. Independent sample-t test nonparametric is conducted to analyse data. The results showed a significant difference between students’ cognitive flexibility levels on their metacognitive developments. High of cognitive flexibility showed high of metacognitive skills. The result also showed that teaching using problem solving method proved a significant difference on students’ metacognitive developments. As determined by comparing the scores of both groups, students who are taught by using problem solving method scored higher than those with discussion method. University education need to used problem-solving method in improving student’s metacognitive skills because it was complex step relevance with metacognitive. University education also need to improving the cognitive flexibility to make metacognitive skills higher.

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