Abstract

This study explains the effectiveness of project-based learning models in improving metacognition abilities of elementary school students and explains students' responses to learning experiences using these models for their metalogical abilities. This research is mixed-method research with explanatory sequential design. The participants of this study were 78 students who were divided into experimental and control groups. This research data was collected using quantitative and qualitative approaches. Quantitative data were collected using descriptive tests and qualitative data were collected using interviews. The results showed that the students' metacognition abilities had significantly improved through project-based learning (p <0.05). Qualitative findings also show that with project-based learning they can easily understand lessons, solve problems using strategies, and evaluate problem-solving plans properly. The results of this study contribute to the field of curriculum design and education practitioners to correct disparities in the quality of education and enhance students' metacognition abilities effectively.