Development of Metacognition-Based Group Investigation Learning Model for College Students

Abstract

This study examines the development of a metacognition-based group investigative learning model to improve the higher-order thinking skills of elementary school teacher education students at Medan State University in basic social science concepts courses. Learning in tertiary institutions requires a continuous renewal in developing learning to improve the quality of each alumni. Several students in the Basic Concepts of social science course in eleven classes showed unstable learning outcomes and needed improvement and development in learning outcomes that integrated higher-order thinking skills. It can be seen that the learning outcomes vary each year, but are still in the high category. Another phenomenon that has been found is that there are no lecturers in the field of social sciences in elementary school teacher education at Medan State University who develop learning models to improve the quality of learning. This study aims to determine the feasibility and effectiveness of developing a metacognition-based group investiagation learning model in the basic concepts of social science course in Elementary School Teacher Education, Medan State University. The model development design used is the Plomp development design. The results of the study show that there is feasibility and effectiveness of developing metacognition-based group investigation learning models.