ANALISIS KEMAMPUAN METAKOGNISI SISWA BOARDING SCHOOL DALAM PEMBELAJARAN BERBASIS PROYEK MENGGUNAKAN GRASPS

This study aims to explore the metacognitive abilities of boarding school students through project-based learning using the GRASPS model. The research method employed is qualitative with a descriptive approach. The subjects of the study were seventh-grade students at SMP Emer Islamic Boarding School. Data were collected over three sessions through observations, written tests, and interviews to analyze three indicators of metacognition: planning, monitoring, and evaluation. The results indicate that in the planning stage, students initially struggled to develop problem-solving strategies but gradually became able to define what was known and asked in the problems and systematically design solution steps. In the monitoring stage, they became more proficient in assessing the effectiveness of their strategies and adjusting them based on feedback. In the evaluation stage, students were able to reflect on their mistakes and develop more effective solutions. These findings suggest that project-based learning using the GRASPS model can enhance students' metacognitive abilities. Therefore, this approach is recommended to strengthen reflective thinking and problem-solving skills in mathematics learning.