Pengaruh Project Based Learning Terintegrasi Collaborative Learning Terhadap Kesadaran Metakognisi dan Hasil Belajar Siswa SMA di Sekolah Kawasan Agroekosistem

Abstract

This study aimed to analyze the effect of Project Based Learning (PjBL) integrated with Collaborative Learning on students’ metacognitive awareness and biology learning outcomes in an agroecosystem-based senior high school. The research employed a quasi-experimental design with a pretest–posttest control group involving Grade XI students at MAN 1 Jember in the 2025/2026 academic year. Two homogeneous classes were selected, with the experimental class implementing PjBL integrated with Collaborative Learning and the control class applying Discovery Learning. Data were collected using the Metacognitive Awareness Inventory (MAI), cognitive achievement tests (pretest and posttest), and affective observation sheets, and were analyzed using the Mann–Whitney U test and ANCOVA. The results revealed a significant difference in metacognitive awareness between the two groups (Sig. = 0.000 < 0.05), with the experimental class showing higher mean ranks. Cognitive learning outcomes also improved significantly in the experimental group (Sig. = 0.009), as indicated by higher posttest mean scores compared to the control class, while affective outcomes demonstrated significant differences (Sig. = 0.011). These findings indicate that PjBL integrated with Collaborative Learning effectively enhances students’ metacognitive awareness and biology learning outcomes by fostering active engagement, collaborative interaction, and reflective thinking within a contextual learning environment.