The Effect of Problem-Based Learning Integrated with Collaborative Learning on Metacognitive Skills and Biology Concept

Conventional learning methods are still widely applied in schools, often limiting students' ability to absorb material effectively. The use of a single instructional model tends to result in unequal student engagement, with only high-achieving learners demonstrating significant development. This study investigates the effect of a Problem-Based Learning (PBL) model integrated with Collaborative Learning (CL) on students’ metacognitive skills and achievement of high school student biology concepts. Quasi-experimental design with a pretest-posttest control group was employed, involving students from Mumbulsari Public High School, Jember, during the odd semester of the 2024/2025 academic year. Sampling was conducted using the random sampling method after normality, homogeneity, and Least Significant Difference (LSD) post hoc tests were administered. Three classes were assigned: XI-4 (experimental group), XI-7 (negative control), and XI-5 (positive control). Data collection techniques included observation, interviews, documentation, inventories, and tests. The results showed that the experimental group outperformed both control groups in terms of pretest and posttest scores. Statistical analysis using ANCOVA revealed a significant effect (p = 0.000 < 0.05), indicating that the integrated PBL-CL model positively impacted students’ metacognitive skills and learning outcomes. These findings were further supported by LSD test results, confirming the model’s effectiveness. This study contributes valuable insights and offers innovative alternatives for enhancing science education through collaborative, student-centered learning approaches. Keywords: Problem-based learning, Collaborative learning, Metacognitive skill, Achievement of biology concepts