Analysis of Metacognition and Achievement in Problem Based Learning based on Socio-Scientific Issue Learning in Regional Schools Coffee Plantation

Based on PISA 2015, Indonesia showed a low science literacy score. This phenomenon reflects students' weak ability to think systematically, used scientific knowledge, and apply it in life. Therefore, empowering metacognition is crucial to improve the quality of science learning through approaches such as Problem Based Learning (PBL) based on Socio-Scientific Issue (SSI). This approach integrates factual problems from local potential, such as the coffee plantation environment, as a learning resource. This research aims to determine the effect of PBL-SSI learning model on metacognition skills and mastery of biology concepts of high school students in coffee plantation area. This research design uses quasi experimental with data acquisition techniques in the form of observation, inventory, and test methods. The result obtained through ANCOVA test on metacognition skills was sig 0.262 which indicates that PBL-SSI has no influence on students' metacognition skills because sig>0.050. The result of ANCOVA test on mastery of biological concepts was 0.043 which indicates that PBL-SSI influences students' mastery of biological concepts because sig < 0.050. Keywords: PBL-SSI, metacognition skills, mastery of biology concepts, coffee plantation.