THE EFFECT OF PROVOKING METACOGNITIVE PROMPTING DURING PROBLEM SOLVING TEST ON STUDENTS' GENETICS SCORE OF CLASS XII IPA AT MAN 2 MODEL MEDAN

This study investigates the effect of using Metacognitive Prompting (MP)
during the testing of student’s problem solving ability score on genetics topic.
Control group quasi-experimental design involving analysis of variance
(ANOVA) also investigated the moderating effect of genderon genetics problem
solving test. The samples of this study were all students of XII IPA 9 and XII IPA
10 classes at MAN 2 Model Medan. The study used two validating instruments;
Genetics Problem Solving Test (GPST) and Metacognitive Prompting
Questionnaire (MPQ). The data was taken by usinginstrument in the form of
multiple choices which had been tested for the validity and reliability. The
findings showed that metacognitive prompting (MP) had a significant effect on
the ability of student’s genetics problem solving, with p = 0.003. This study
established a foundation of instructional methods for biology teachers and
recommendations were made for implementing metacognitive prompting in a
problem-based learning environment in high schools level and science teachers in
Medan.