N.A. Lestari, U.A. Deta
Metacognitive ability linked to the problem-solving skill lies in the control of cognitive processes as a guide in problems solving. Problem-solving skill should be trained as a scaffolding for students. Scaffolding can be done through Socratic dialogue. Implementation of Socratic dialogue will be more effective when combined with modelling instruction. Therefore, the research had been conducted to determine the influence of Socratic dialogue in modelling instruction on physics problem-solving skill in terms of students' metacognitive ability. This research is a quasi-experiment posttest only group design with a 2x2 factorial design. The results showed that: (1) the physics problem-solving ability of students learned by modelling instruction+socratic dialogue are higher than conventional learning, (2) there is an interaction between modelling instruction+socratic dialogue with the metacognitive ability to physics problem-solving skill, (3) the physics problem-solving skill of students with high metacognitive ability learned by modelling instruction+socratic dialogue are higher than conventional learning, (4) the physics problem-solving skill of students with low metacognitive ability learned by modelling instruction+socratic dialogue are lower than conventional learning. © Published under licence by IOP Publishing Ltd.
Physics Education Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia
