AbstrakPembelajaran sains seyogyanya lebih menekankan pada proses, siswa aktif selama pembelajaran untuk membangun pengetahuannya melalui serangkaian kegiatan agar pembelajaran menjadi bermakna bagi siswa. Keterampilan proses sains dapat digolongkan menjadi dua bagian yaitu keterampilan dasar dan keterampilan terintegrasi. Pada prinsipnya keterampilan dasar dan keterampilan terintegrasi memiliki kesamaan dalam hal merumuskan permasalahan, mengumpulkan data dan mengajukan solusi pemecahan masalah.Metakognitif merujuk pada berpikir tingkat tinggi yang melibatkan kontrol aktif dalam proses kognitif belajar dalam memecahkan suatu masalah. Kegiatan seperti perencanaan bagaimana pendekatan tugas belajar yang diberikan, pemantauan pemahaman, dan mengevaluasi kemajuan penyelesaian tugas adalah metakognitif alami. Metakognitif adalah kemampuan berpikir di mana yang menjadi objek berpikirnya adalah proses berpikir yang terjadi pada diri sendiri. Dalam konteks pembelajaran, siswa mengetahui bagaimana untuk belajar, mengetahui kemampuan dan modalitas belajar yang dimiliki, dan mengetahui strategi belajar terbaik untuk belajar efektif. Metakognitif sebagai suatu bentuk kemampuan untuk melihat pada diri sendiri sehingga apa yang dia lakukan dapat terkontrol secara optimal. Para siswa dengan pengetahuan metakognitifnya sadar akan kelebihan dan keterbatasannya dalam belajar. Artinya saat siswa mengetahui kesalahannya, mereka sadar untuk mengakui bahwa mereka salah, dan berusaha untuk memperbaikinya. Untuk itu guru perlu berusaha melatih siswa agar mempunyai kemampuan metakognitif serta memunculkannya sehingga pada akhirnya dapat meningkatkan kemampuan pemecahan masalah sains yang merupakan fokus pendidikan sains di Indonesia.Kata kunci: Metakognitif, Pembelajaran Sains.

Colloid is one of the chemical topics taught in high school. Actually, the characteristic of Colloid topic is contextual. Colloid topic is taught by expository and discussion methods. Based on observations in SMA Negeri 4 Malang and SMA Negeri 16 Surabaya, these methods could not improve students' ability to construct their own knowledge; as a result, students did not have a good understanding in the Colloid topic. An alternative way to increase students' understanding, especially in the cognitive aspect is using innovative teaching materials like a colloid module based on guided inquiry approach. The previously mentioned module was developed by the author. The feasibility percentage of the Module was 85.66%. The aim of this research is to find the effectiveness of the Colloid Module to increase students' cognitive learning outcomes. This research used one group pretest-posttest experimental design. The sample of this research consisted of 33 students of X-MIPA 3 SMA Negeri 2 Malang in the 2015/2016 academic year. The effectiveness of The Colloid Module to increase cognitive learning outcomes was determined by the results of paired sample t-test analysis and the gain score of students' pretest and posttest using cognitive test instrument. This cognitive test instrument had content validity index of 92.04%. Based on the trial result of 36 students in SMA Negeri 3 Malang, 30 questions were considered valid and had a reliability coefficient of 0.866 based on Spearman-Brown. The result of this research showed that the Colloid Module was effective to increase students' cognitive learning outcomes. It was indicated by the analysis of paired sample t-test, with t score (-38.525) lower than t critical (-2.037), so there was a significant difference between pretest and posttest scores after using the Colloid Module. The effectiveness of the Colloid Module was also determined by the gain score of pretest and posttest scores of students' cognitive skills of 0.688, categorized as a medium gain.

Learning Cycle Model emphasizes the problem of low learning outcomes and encourages student motivation in the classroom. The Learning Cycle Learning can be integrated with the STAD learning in the elaboration phase. This integration aimed to learn the differences in learning outcomes and students' motivation that were taught with the LC 6E-STAD learning and students who were taught with the LC 6E learning. This research used a quasi-experimental design. Participant in this research consisted of two classes of XI Science classes. The research instrument consisted of multiple-choice tests of the acid-base concept and a motivational questionnaire that were valid and reliable. The data of student learning outcomes and motivation were analyzed descriptively and statistically using the t-test at the level of sig. α = 0.05. The results showed that there were differences in learning outcomes and motivation between students who were taught with the LC 6E-STAD model and the LC 6E model. The cognitive and psychomotor learning outcomes of LC 6E-STAD students are better than LC 6E students. Student learning motivation in the LC 6E-STAD class is higher than learning motivation in the LC 6E class.

ABSTRAKTujuan penelitian ini adalah (1) untuk mengetahui pengaruh penggunaan schoology dalam model belajar learning cycle 6F-problem solving terhadap pemahaman konseptual dan grafik siswa pada materi laju reaksi dan (2) mengetahui apakah ada hubungan antara pemahaman monseptual dengan pemahaman grafik siswa pada materi laju reaksi. Penelitian ini menggunakan rancangan penelitian eksperimental semu postest only design. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Genteng. Sampel yang digunakan yaitu kelas XI MIPA 4 sebagai kelas eksperimen dan XI MIPA 5 sebagai kelas kontrol. Pengujian hipotesis dianalisis menggunakan uji t dan uji korelasi dengan taraf signifikansi . Hasil penelitian menunjukkan (1) ada perbedaan yang signifikan tingkat pemahaman konseptual dan grafik siswa yang dibelajarkan dengan menggunakan aplikasi schoology dalam model belajar learning cycle 6F-problem solving dengan siswa yang dibelajarkan menggunakan model belajar learning cycle 6F-problem solving dan (2) tidak ada hubungan signifikan ntara tingkat pemahaman konseptual dengan pemahaman algoritmik siswa. ABSTRACTThe purposes of the research were (1) to find out the effect of schoology use in six phased learning cycle-problem solving toward the student’s conceptual and graphical understanding on the reaction rate, and (2) to find out the correlation between student’s conceptual undertanding with graphical understanding on the reaction rate. The design of the research was quasy experiment postest-only design. The population in this research was grade XI of Senior High School 1 Genteng. The sample which were chosen using cluster random sampling were XI MIPA 4 as an experimental class, XI MIPA 5 as the control class.The hypothesis testing was performed by t-test and correlation test using SPSS 16 for windows with a significance level  The result of the research showed that there were (1) significant differences of conceptual, algorithmic, and graphical understanding between students who learned using the applied schoology use in six phased learning cycle-problem solving and the students who learned using the six phased learning cycle-problem solving. (2) there was between student’s conceptual understanding with graphical undertanding.