ABSTRAK Penelitian ini bertujuan untuk mengetahui perbedaan kesadaran metakognitif yang diajar dengan strategi What’s My Line ber-LKS induktif dengan strategi konvensional ber-LKS induktif siswa kelas XI IPA MAN Malakaji Gowa pada materi pokok sistem koloid. Jenis penelitian ini adalah eksperimen semu dengan menggunakan pretest- posttest control grup design. Populasi penelitian adalah seluruh siswa kelas XI MAN Malakaji Gowa yang terdiri dari 4 kelas. Sampel penelitian sebanyak 2 kelas yaitu kelas XI IPA 1 dan XI IPA 2 yang dipilih secara acak. Pengujian hipotesis dianalisis dengan menggunakan Analisis Of Covariance (Anacova) dengan bantuan SPSS For Windows 16,0. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan kesadaran metakognitif siswa yang diajar dengan strategi What’s My Line ber-LKS induktif dengan strategi konvensional ber-LKS induktif pada materi pokok sistem koloid dengan signifikansi 0,15. Kata kunci: Strategi Pembelajaran, Kesadaran Metakognitif ABSTRACT The study aimed at examining the difference of meta-cognitive who were taught by using What’s My Line of LKS Inductive strategy and the conventional of LKS Inductive strategy of grade XI IPA students at MAN Malakaji Gowa on Colloid system subject material. This study was a quasi-experiment research which employed pretest-posttest control group design. The population of the study was all grade XI students at MAN Malakaji consisted of 4 classes. Sample were selected randomly and obtained 2 classes, namely grade XI IPA 1 and XI IPA 2. The hypothesis test was analyzed using analysis of covariance (Anacova) supported by SPSS for windows 16.0 program. The result of the study revealed that (1) there was not difference of meta-cognitive awareness of student who were taught by using What’s My Line of LKS Inductive strategy and the conventional of LKS Inductive strategy on Colloid system subject material with the level of significant 0,15. Keywords: learning strategy, meta-cognitive awareness

This research is an experimental research which aims to determine the effect of the guided inquiry learning model assisted by student worksheets on the process skills of students in a Biochemistry course. The research design was one group pretest-posttest design. The instrument used to measure students' process skills was a process skills test consisting of biochemical questions. This research was conducted using a guided inquiry learning model assisted by student worksheets. The guided inquiry model consists of orientation, presenting problems, formulating hypotheses, collecting data, testing hypotheses, and drawing conclusions. The data analysis showed a normal sample distribution. The Paired Sample T-Test showd a significance value of p = 0.000 and α < 0.050 was obtained. This shows that that there is an influence of the LKM-assisted inquiry learning model on student process skills in the STKIP-PI biochemistry course.

This study aims to determine the effect of the learning model Discovery Learning assisted by interactive learning videos on metacognitive awareness of class XI MA Ummul Mukminin. Various efforts have been made by the teacher to increase students' metacognitive awareness. Metacognitive awareness is related to students' awareness of their abilities. A student knows how best to learn and can know the strengths and weaknesses it has. The design in this study is one group pre-test post-test design. The population in this study were all students of class XI MA Ummul Mukminin Makassar. The sample selection is done by simple random sampling. The stages of the learning model Discovery Learning assisted by interactive learning videos consist of Stimulation, Problem Statement, Collection, Processing, Verification, Generalization. Metacognitive awareness is measured using MAI (Metacognitive Awareness Inventory) which consists of 52 statement items with three dimensions, namely strategic knowledge with 20 statement items, cognitive knowledge with 17 statement items, and self-knowledge with 15 statement items. Hypothesis testing uses the help of the SPSS for Windows 17.0 application through the Paired Sample T-Test. The significance value obtained from the hypothesis test was p = 0.061> = 0.05. This means that there is no significant effect of using the learning model Discovery Learning assisted by interactive learning videos on the metacognitive awareness of class XI students of MA Ummul Mukminin.

Jenis penelitian yaitu deskriptif kualitatif. Penelitian dilaksanakan pada bulan Januari – Februari 2021. Penelitian ini bertujuan untuk menganalisis bagaimana proses pelaksanaan pembelajaran daring atau pembelajaran dalam jaringan yang dilakukan pada mahasiswa semester satu prodi Pendidikan Biologi STKIP Pembangunan Indonesia selama adanya pandemi Covid. Sampel penelitian adalah semua mahasiswa semester satu kelas A dan B  prodi Pendidikan Biologi STKIP Pembangunan Indonesia. Instrumen penelitian menggunakan kuesioner. Melakukan validasi isi sebelum menggunakan kuesioner. Kuesioner diisi melalui google form. Link pengisian kuisioner dikirimkan melalui grup WhatsApp masing-masing kelas. Sebanyak tujuh belas item pertanyaan terdapat pada kuesioner yang diberikan kepada mahasiswa. Kuisioner yang diberikan berupa pertanyaan essay. Teknik analisis data terdiri dari mereduksi, menyajikan, dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa semester satu prodi Pendidikan Biologi STKIP Pembangunan Indonesia lebih menyukai aplikasi google meet dari pada aplikasi zoom, aplikasi WhatsApp, maupun aplikasi google Classroom. Pelaksanaan pembelajaran dalam jaringan (daring) dinilai cukup efektif dilaksanakan selama adanya pandemi Covid. Adapun masalah yang sering dihadapi mahasiswa selama proses pelaksanaan pembelajaran dalam jaringan (daring) berkaitan dengan jaringan internet yang kadang tidak lancar sehingga tidak dapat mengikuti pembelajaran dengan maksimal, kuota tidak mencukupi karena semua kegiatan pembelajaran dilakukan secara online, fasilitas pendukung pelaksanaan pembelajaran daring yang kurang memadai seperti laptop dan handphone, suasana belajar yang kadang tidak nyaman jika dilakukan di rumah, dan kurang maksimalnya pelayanan yang diterima mahasiswa dari beberapa dosen yang mengajar.