Implementation of Metacognition-Based Learning Strategies in Pancasila Learning at Islamic Elementary School

This study aims to determine the implementation of metacognition-based learning strategies in improving the understanding of Pancasila values material in Class VI MIN 1 Majene students. This study uses a mixed methods approach, combining qualitative and quantitative research to explore the implementation of metacognition-based learning strategies in improving students' understanding of Pancasila values at MIN 1 Majene, West Sulawesi. Primary data were collected through learning observations, interviews with Pancasila teachers and students, and tests or questionnaires to assess students' comprehension before and after the strategy's implementation. Secondary data included documents such as Lesson Plans (RPP), curriculum, and records of school activities. The research subjects were class VI students and their Pancasila teachers. Instruments included comprehension tests, self-reflection questionnaires, observation sheets, and semi-structured interview guidelines to gather both quantitative and qualitative data. The study followed steps including preliminary observations, the design and pilot of a metacognition-based learning model, and data collection through various instruments. Data analysis was performed using descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data, with triangulation employed to ensure the validity and reliability of the findings. The results of this study show that the implementation of metacognition-based learning strategies has proven to be effective in improving students' understanding of Pancasila material in class VI students. Before the implementation of the strategy, most students had a low understanding, but after its implementation, there was a significant increase in the average score of students, which was in the high category. The results of the t-test showed a very significant difference between pre-test and post-test scores, proving that this strategy not only improves comprehension but also has a deeper impact on the learning process, especially for materials that require in-depth conceptual understanding.