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On RBL-STEM Learning Activities: The Use of ANN Multi-Step Time Series Forecasting to Improve the Students Metacognition in Solving A Cryptocurency Volatility Based on the Fundamental, Technical and On-Chain Analysis

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Metacognitive skills refer to an individual’s ability to be aware of, manage, and evaluate their own thinking processes, supporting independent learning strategies and understanding. However, the low level of metacognitive skills highlights the need for further research, particularly on how to improve them. This study aims to enhance students’ metacognitive skills through a Research-Based Learning (RBL) approach and STEM learning activities by employing multi-step time-series forecasting techniques based on Artificial Neural Networks (ANN). The main focus is on designing learning activities that teach ANN Multi-Step Time Series Forecasting to address cryptocurrency volatility, analyzed using three main approaches: fundamental analysis, technical analysis, and on-chain analysis. By applying ANN to predict cryptocurrency price volatility, students are expected to better understand market dynamics and improve their decision-making abilities. The results show that RBL-STEM learning activities can be structured into six clear stages to utilize ANN Multi-Step Time Series Forecasting for improving students’ metacognitive skills in solving cryptocurrency volatility issues based on these analytical approaches.

Development of Student E-Worksheet Based on PBL (Problem Based Learning) to Practice Metacognitive Abilities of High School Student on Reaction Rate Material

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Developments in the 21st century is so rapid that innovation in various fields is required one of which is education. Through the implementation of the 2013 curriculum, the metacognitive abilities needed in the 21st century were train. The Problem Based Learning (PBL) model can support students to develop their metacognitive abilities. The rate of reaction as one of the subjects that are difficult to understand can be taught through the PBL learning model. The aim of this study is to develop a Student E-Worksheet based on Problem Based Learning to train students metacognitive abilities on reaction rate material. The Student E-Worksheet development model in this study uses a 4D model. The development of Student E-Worksheet was declared feasible to train student metacognitive abilities. The results of content validity of 94.81% and construct validity of 96.97%. Then the results of practical of observing student activities and questionnaire with a value of 96.37%. The effectiveness of the Student E-Worksheet is seen from the pretest and posttest values ​​which were analyzed using the SPSS Paired Sample t-Test test, a significance value of 0.000 was obtained.