Biology is so complex that it has to be studied in different ways and focuses on processes. Self-regulation skills in learning are important metacognitive skills for students in studying Biology. Learning models that train strategic students in learning are a must so that they gain meaningful learning experiences through the process of exploration, analysis of new information carried out in learning by applying self-questioning strategies to monitor why new information can be trusted. The results of the synthesis between old knowledge and new knowledge are enhanced through peer coaching in class. This research was conducted to develop an EAQD-PC learning model (exploring, analyzing, questioning, defining peer coaching) and tools that are valid, practical, and effective. The model development procedure includes the preliminary research stage, the prototype stage, and the assessment stage. Model validation data was collected using expert validation instruments. While the practicality of the model components is measured by the implementation observation sheet. The effectiveness of the model was measured using a metacognitive skill test and a questionnaire. This model is applied to students majoring in Biology Education at Muhammadiyah University of Bone, even semester 2019/2020. The results showed that the components of the EAQD-PC model (a) with a value of 3.87, and valid learning model supporting tools with a value of 3.83, (b) practicality with a value of 3.89 and (c) effectiveness with a value of 3, 97 . This study proves that the EAQD-PC model is practical and effective for training students' metacognitive skills.

Increasing the metacognitive abilities of chemistry students is an indisputable output of the teaching and learning process today. Collaborative problem based learning is a learning method that has been tested and proven to be applied, especially in Western countries in increasing the metacognitive abilities of students, but it is still very minimal applied in Asian countries, including Indonesia. Thus, this study was conducted to explore previous studies that examined collaborative problem-based learning in improving students' metacognitive abilities. The research design used in this study is a Systematic Literature Review with the requirements of the inclusion of articles on collaborative problem-based learning in improving the metacognitive abilities of chemistry students, accredited national and international publications between 2010 and 2020, full text, journal articles, and open access. The results of the exploration that were carried out found 102 articles, then the title and abstract were read into 20 articles, and 4 articles were read in full, which fulfilled all the stipulated inclusion requirements. The results of the systematic literature review conducted in this study provide empirical evidence of literacy that problem based learning improves the metacognitive abilities of chemistry students. However, most of research conducted still uses various instruments, which are not standardized and validated.