This article aimed to examine the effects of the play-based personalized learning model to promote expert learners who were able to use three strategies (cognitive, motivational and environmental strategies) to complete the tasks through the process of metacognitive control (plan, monitor and evaluation) and were able to reflect on their learning after complete the tasks. Samples used in this study were seven first grade students selected through purposive sampling. The researchers used observations and interviews to collect data. Statistics used to analyze data were percent, mean, standard deviation and chi-square. A non-parametric Friedman test of differences among repeated measures was conducted to determine a statistical difference between three measurements. The findings showed that students were able to perform their expert learning at 50.26 percent, 64.81 percent and 76.98 percent for the first, second and third month of assessment respectively. The used of Friedman test to compare three times of the performance of expert learning found that in the overall, it was statistically significant at p<.05. Based on the findings, it may be concluded that play- based personalized learning is a learning approach that teachers can use to develop students’ expert learning.
Keywords: Play-Based Personalized Learning, Expert Learning, Learning Strategies
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