# The Effect of Problem-Based Teaching Model and Metacognitive Ability on Improvement in Mathematical Problem Solving Ability of the Students of Polytechnic with Prior Knowledge as Covariable

### Abstract

This study was aimed at finding out: 1) the difference in mathematical problem solving

ability between the students facilitated with problem based teaching model and those

facilitated with direct teaching model when prior knowledge is controlled 2) the effect

of metacognitive ability on mathematical problem solving of the students when prior

knowledge is controlled, and 3) the interaction effect between teaching model and

metacognitive ability on mathematical problem solving ability when prior knowledge is

controlled. This study used a quasi-experimental design by measuring two factors in

the 2 x 2 factorial pretes-posttest nonequivalent control group design. Ther sample

consisted of 126 students who were divided into 4 groups. The data were collected

using mathematical problem solving test and metacognitive questionnaire. Each

instrument has been verified both theoretically and empirically. The data were analyzed

using Anacova. The results showed that 1) the highest mathematical problem solving

ability was achieved by the high metacognitive ability group facilited with problem-based

teaching model, 2) when prior knowledge was controlled there was a significant

diference in mathematical problem solving ability between the students facilitated

with problem-based teaching model and those facilitated with direct teaching

model , 3)when prior knowledge was controlled there was a significant difference in

metacognitive ability on mathematical problem solving ability, 4) when prior knowledge

was controlled there was an interaction effect between teaching model and

metacognitive ability on problem solving ability

**Proceeding ICIRAD**, [S.l.], v. 1, n. 1, nov. 2015. Available at: <https://eproceeding.undiksha.ac.id/index.php/icirad/article/view/129>. Date accessed: 21 oct. 2020.