JINoP (Jurnal Inovasi Pembelajaran) P-ISSN 2443-1591 E-ISSN 2460-0873 Volume 8, Nomor 2, November 2022, pp. 244-255 http://ejournal.umm.ac.id/index.php/jinop 244 Integrasi polysynchronous learning dengan problem-based learning untuk meningkatkan keterampilan metakognitif Fendy Hardian Permana 1) * , Dwi Setyawan 2) 1,2 Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Malang, Jl Raya Tlogomas No 246, Kota Malang, Indonesia. fendy@umm.ac.id 1, *; dwis@umm.ac.id 2 *Penulis Koresponden ABSTRAK Aspek pendidikan mengalami perubahan dan penyesuaian terhadap penyelenggaraan proses pembelajaran sebagai akibat dari adanya pandemi covid-19. Berdasarkan hasil observasi dan wawancara kegiatan pembelajaran blended learning menunjukkan adanya beberapa kendala : 1) kegiatan pembelajaran blended learning yang dilaksanakan tidak student center, 2) proses pembelajaran dirasa monoton, 3) kompetensi mahasiswa terutama pada kemampuan metakognitif tidak terasah dengan baik. Berdasarkan hal tersebut maka perlu dilakukan penelitian integrasi polysynchronous learning dengan problem-based learning untuk mengukur keterampilan metakognitif mahasiswa. Jenis penelitian ini merupakan quasy eksperimen dengan menggunakan pendekatan penelitian kuantitatif, sedangkan desain penelitian yang digunakan yakni non- equivalent pre-test post-test control group desain. Hasil penelitian menunjukkan bahwa pembelajaran polysynchronous learning dengan problem based learning dapat mengembangkan kemampuan metakognitif mahasiswa dengan sangat baik pada matakuliah Zoologi dan matakuliah Anfiswanman. Kata Kunci: Polysynchronous Learning; Problem-Based Learning; Metakognitif ABSTRACT The education aspect has experienced changes and adjustments in implementing the learning process due to the Covid-19 pandemic. Based on the results of observations and interviews, blended learning activities showed that there are several obstacles: 1) blended learning activities are carried out but the lesson was not student-centered, 2) the learning process was considered monotonous, 3) student competencies, especially in critical thinking and metacognitive thinking skills, were not well-conducted. Based on the problems, it was necessary to conduct research on the integration of polysynchronous learning with problem-based learning to measure students' metacognitive skills. This type of research employed a quasy-experiment by using a quantitative research approach, while the research design used a non-equivalent pre-test & post-test control group design. The results showed that polysynchronous learning with problem-based learning could develop students' critical and metacognitive thinking skills well in Zoology and Analysis of Animal and Plant Physiology subjects. Keywords: Polysynchronous Learning; Problem-Based Learning; Metacognitive diunggah: 2021/01/01, direvisi: 2022/11/22, diterima: 2022/11/28, dipublikasi: 2022/11/29 Copyright (c) 2022 Permana et al This is an open access article under the CC–BY license Cara Sitasi: Permana, F. H., & Setyawan, D. (2022). Integrasi Polysynchronous Learning dengan Problem Based Learning untuk Meningkatkan Keterampilan Metakognitif. JINoP (Jurnal Inovasi Pembelajaran), 8(2). 244-255. https://doi.org/10.22219/jinop.v8i2.15065