Abstrak. Pembelajaran berbasis multiple intelligences merupakan pembelajaran yang dapat mengakomodasi tumbuh dan berkembangnya kecerdasan jamak. Tujuan penelitian ini adalah untuk mengetahui pengaruh pembelajaran berbasis multiple intelligences terhadap kesadaran metakognisi dan hasil belajar IPA Biologi siswa. Jenis penelitian ini adalah eksperimen semu (quasy experiment). Populasi penelitian ini adalah siswa kelas VIII SMPN 11 Mataram tahun ajaran 2015/2016, dan penentuan sampel dilakukan dengan teknik non random sampling sehingga didapatkan kelas VIIIA sebagai kelas eksperimen dan kelas VIIIF sebagai kelas kontrol. Instrumen yang digunakan untuk mengukur pembelajaran berbasis multiple intelligences adalah lembar observasi keterlaksanaan RPP, kesadaran metakognisi diukur dengan rubrik MAI (Metacognitive Awareness Inventory) dan penilaian hasil belajar IPA Biologi menggunakan tes pilihan ganda. Data dianalisis menggunakan uji-t. Hasil penelitian menunjukkan bahwa pembelajaran berbasis multiple intelligences memberikan pengaruh yang lebih baik terhadap kesadaran metakognisi dan hasil belajar siswa kelas VIII SMPN 11 Mataram dibandingkan dengan pembelajaran konvensional. Kata-kata Kunci: Pembelajaran Berbasis Multiple Intelligences, Kesadaran Metakognisi, Hasil Belajar IPA BiologiAbstract. Multiple-Intelligences-Based (MIB) instruction is an instruction applied to encourage students' growth and development of multiple intelligence. This study aims to investigate the effect of MIB instruction theory on metacognition awareness and learning outcome in Biology instruction of students. A quasi experimental design was used. Non random sampling was applied based on the research population that covered the student of SMPN 11 Mataram, which resulted VIIIA as the experimental class and VIIIF as the controlled class. In order to determine the effect of MI-based instruction compared with traditional instruction, observation sheets were utilized to assess lesson plan accomplishment. In order to assess the metacognition awareness of the learners in Biology subject, the Metacognitive Awareness Inventory (MAI) was employed and to assess the Biology learning outcome that consisted of multiple-choice test. A t-test for independent sample was used to compare experimental and control groups post-test results. The results of the study indicated that MIB instruction had a significant effect on metacognition awareness and Biology learning outcome of VIII grade students of SMPN 11 Mataram compared with conventional instruction.Keywords: Multiple-Intelligences-Based instruction, metacognition awareness, Biology learning outcome. PENDAHULUANPendekatan yang berpusat pada guru (teacher centered approach) cenderung mendominasi pelaksanaan pembelajaran saat ini. Sedangkan pendekatan yang berpusat pada siswa (student centered approach) baru merupakan teori dan konsep yang belum terintegrasi secara menyeluruh dalam rencana dan pelaksanaan pembelajaran [1]. Hal ini dapat diamati baik secara teoritis maupun praktis. Sehingga kreativitas, kemampua...

This study aims to describe the achievement of students’ scientific literacy competencies in Integrated Science subjects. Research subjects were class VIII students at MTsN Mataram in the 2019/2020 academic year. The research method was used descriptive with a qualitative approach. Research sampling technique was purposive sampling. Data collection technique used a written test on the aspects of scientific literacy competence according to PISA 2018. Data analysis were used descriptive, Bivariate Correlation test, and Anova test used software application related. The results showed that the students’ scientific literacy skills in the Integrated Science including very low category (40.5%) with the highest to the lowest achievements in each category a) interpreting data and proving data (15, 4%), b) test and design scientific investigations (13.6%), and c) explain phenomena (11.6%). So, we need more effort to improve and increase students’ scientific literacy skills by integrating aspects of scientific literacy competencies during implementing science learning in schools.

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning in accordance with the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive-experimental research. The population of this study was MTs students in Mataram and the subjects of this study were 55 students. In order to determine the tendency of student learning styles, the VARK learning style questionnaire (Visual, Auditory, Read/Write, and Kinesthetic) was developed. In order to assess the scientific literacy that consisted of scientific literacy multiple-choice test and to assess the learning outcome, the final score was employed. Analysis of the relationship between learning styles and the scientific literacy using bivariate correlation, while the effect analysis of learning styles on learning outcomes and scientific literacy using MANOVA and effect analysis of students' scientific literacy on learning outcomes using ANACOVA. The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning in accordance with the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive-experimental research. The population of this study was MTs students in Mataram and the subjects of this study were 55 students. In order to determine the tendency of student learning styles, the VARK learning style questionnaire (Visual, Auditory, Read/Write, and Kinesthetic) was developed. In order to assess the scientific literacy that consisted of scientific literacy multiple-choice test and to assess the learning outcome, the final score was employed. Analysis of the relationship between learning styles and the scientific literacy using bivariate correlation, while the effect analysis of learning styles on learning outcomes and scientific literacy using MANOVA and effect analysis of students' scientific literacy on learning outcomes using ANACOVA. The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).