Design of RBL-STEM learning model through analysis of chitosan making from crab shell waste in improving students' metacognition

Abstract

Metacognition skills are needed in the face of technological disruption and the current industrial revolution 4.0 era. Metacognition is the ability to control cognitive processes in one's learning and thinking activities so that they become more effective and efficient. Metacognition is generally related to the dimensions of a person's thinking which can be divided into two parts, namely the awareness he has about his thinking (self awareness of cognition) and the ability to use his awareness to regulate his thinking process (self-regulation of cognition). Metacognition can be achieved by fostering high-order thinking skills (HOTS). Therefore, a researchbased learning (RBL) with STEM (Science, Technology, Engineering and Mathematics) approach is needed. This study aims to develop a learning design with the RBL model with a STEM approach through the analysis of making chitosan from crab shell waste in improving students' metacognition. The research method used is a narrative qualitative method, which develops the syntax of the RBL learning model with the STEM approach. The main result of the research is a learning activity framework in the form of a description containing learning activities that will be carried out in the classroom.