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Soft skill-based metacognitive learning follows a five-step lesson sequence

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article's SSML approach is enacted as a lesson pattern in which "students follow a leraning by five steps are: early discussion; independence; group discussion; group presentation; and reflection and conclusion." Each step pairs metacognitive activity (planning, monitoring, evaluating thinking in problem solving) with the empowerment of named soft-skill values such as confidence, honesty, independence, and cooperation. The pattern was implemented in experimental classes in the quasi-experimental study.

Design Implications

Context

Requirements

  • Teachers skilled at asking metacognitive questions and observing each student's condition and creativity are described as required when students finish problem-solving questions

Constraints

Target Learners

  • grade VII junior high school students

Learning Goals

  • mathematical problem solving ability
  • metacognitive behavior
  • soft skills and character

Claims

Examples

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Key Sources

  • Murni, A., Sabandar, J., Kusumah, Y. S., & Kartasamita, B. G. (2013). The Enhancement of Junior High School Students' Abilities in Mathematical Problem Solving Using Soft Skill-Based Metacognitive Learning. IndoMS-JME, Volume 4, No. 2, July 2013, pp. 194-203. https://jurnal.unila.ac.id/index.php/jme
Page metadata
Field Value
type design
id ssml-five-step-lesson-sequence
title Soft skill-based metacognitive learning follows a five-step lesson sequence
description The article's SSML approach is enacted as a lesson pattern in which "students follow a leraning by five steps are: early discussion; independence; group discussion; group presentation; and reflection and conclusion."...
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — murni-2013

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