شبكة المعلومات العربية التربوية

Problem solving skill is one of focuses of physics teaching and requirements of the 21st century. This study employed a quasy-experimental method to examine the extent of effectiveness of integrating metacognitive strategies with transfer of learning of mathematics knowledge in solving physics problems of sound wave. The intact group random sampling technique was applied. The subjects (prospective teachers) were 39 students of class IV-A as experimental group, and 48 students of class IV-B as control group at Teacher Training and Education Faculty (FKIP) of Pontianak Tanjungpura University enrolled in the fourth semester academic year 2017-2018. A parallel pretest-posttest of essay test consists of 5 items of sound intensity and Doppler effect were administered. The performance of basic prerequisite mathematics knowledge related to sound wave was measured by using a parallel diagnostic test which consists of 20 items of multiple choices. The results revealed that the model was effective in high category increasing the students’ physics problem solving competencies (t = 2.594, p ‹ 0.05) and arising prerequisite mathematics knowledge (t = 3.041, p ‹ 0.05). In addition, the ability of transfer of learning in problem solving could be promoted as well. Training and modeling intentionally of any problem-solving model should be conducted by instructors. (Published abstract)