Abstract

This paper outlines the effect of REAL model in enhancing students' metacognitive abilities on abstract physics topics, such as electricity and magnetism. The study employed a pre-test and posttest quasi-experimental design with a control group. The experiment group (n = 30) was taught using the REAL model while control group (n = 30) was taught using the traditional method. REAL model includes recognizing the concept of targets through analogies, explaining concepts with multiple representations, applying concepts to sample solutions, and looking back at selfweakness through reflection self. Pre-test and post-tests were given at the beginning and at the end of the treatment for each group. Data were analyzed by descriptive and inferential methods. The results showed that REAL model has a positive effect in increasing students’ metacognitive ability shown by significant n-gain difference between experiment and control groups. During the study, students also felt motivated and more confident in solving physics problems shown by more than 80% of them responded positively to the learning model.

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