Pengaruh Strategi Belajar Kognitif, Metakognitif Dan Sosial Afektif Terhadap Hasil Belajar Ipa

Widyantari, Ni Kadek Sri; Suardana, I Nyoman; Devi, Ni Luh Pande Latria

doi:10.23887/jppsi.v2i2.19384

Cited by 14 publications

(16 citation statements)

References 1 publication

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“…The study reported that skilled second lan-guage readers are students with high reading comprehension scores or high second language knowledge. They differ from less proficient second language readers in using the strategy (Osuji, 2017;Fauziah, 2017;Sri Widyantari, Nyoman & Pande Latria, 2019;Ruhina, 2020).…”

Section: Research Problemmentioning

confidence: 99%

The Effects of Reading Strategy Awareness on L2 Comprehension Performance among the Rungus in North Borneo

Goyi

Kamaruddin

Seruji

et al. 2021

ALLS

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The Rungus are the indigenous people in Sabah, Malaysia. Malay as a second language and the primary instruction in schools seems inevitable. The study aims to determine the effects of reading strategies in the L2 reading comprehension tests on textual content and vocabulary. Participants consisted of twenty-six Form Four Rungus tribe pupils from Kudat Sikuati II Government Secondary School. The study used an ex-post facto research design. The researchers employed cognitive and metacognitive strategy questionnaires and two reading comprehension tests on L2 textual content and vocabulary. The researchers applied Cronbach alpha reliability statistics, paired sample test, and regression analysis. The study indicates that the L2 reading comprehension test on textual content and cognitive strategy were linearly related. Also, the factors related to L2 vocabulary in the reading comprehension test and metacognitive strategy are statistically significant. There is a very substantial relationship between past knowledge and reading comprehension among the participants. This study found that the use of cognitive strategies facilitates L2 reading comprehension with first language translation. The participants use translation strategies at a high level. However, they often use the metacognitive strategy more than the cognitive strategy. There is a significant positive relationship between metacognitive awareness and high-skilled readers’ performance. Low-level skilled readers choose the cognitive strategy. Meanwhile, the regression analysis between the L2 reading comprehension test on textual content and cognitive strategy revealed a positive association (β=.435) that is statistically significant (p<.05). The regression analysis between the L2 reading comprehension test on vocabulary and metacognitive strategy indicated a positive association (β=.440) and statistically significant (p<.05). Reading strategies facilitate students to understand the text, thereby improving their reading comprehension tasks. In addition to demonstrating positive implications on teaching students to read a second language, the findings are essential for teaching Malay language vocabulary. The schema theory employed in the study implicates that reading comprehension performance is generated from the interaction between top-down strategy (metacognitive) and bottom-up strategy (cognitive). A large-scale study could potentially reveal the use of translation strategy as a strategic trait associated with high-achievement readers or is, in fact, a bilingual additive.

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Section: Research Problemmentioning

confidence: 99%

The Effects of Reading Strategy Awareness on L2 Comprehension Performance among the Rungus in North Borneo

Goyi

Kamaruddin

Seruji

et al. 2021

ALLS

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“…It can be concluded that the note-taking strategy aims to facilitate the student learning process. It is supported by previous research, which states that student learning strategies that make students feel comfortable will make students happier in learning (Firmansyah, 2013;Suhendro, 2020;Widyantari et al, 2019). Other research also states that students who are highly willing to learn will certainly affect student learning outcomes (Raharja et al, 2019;Rahmayani & Amalia, 2020).…”

Section: Discussionmentioning

confidence: 71%

EFL Students’ Learning Autonomy During Emergency Online Remote Learning

Nugraha

2022

JPBI

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Dalam pembelajaran online masih banyak kendala seperti banyak siswa yang mengalami kesulitan belajar online. Masalah ini tentu berdampak pada hasil belajar siswa. Tujuan dari penelitian ini menganalisis strategi yang digunakan oleh siswa EFL dalam belajar otonomi selama pembelajaran jarak jauh dan tantangan yang dihadapi oleh siswa. Jenis penelitian ini yaitu kualitatif deskriptif. Subjek penelitian ini adalah siswa kelas XI. Metode pengumpulan data dilakukan dengan observasi dan wawancara. Instrumen yang digunakan dalam penelitian yaitu lembar kuesioner. Hasil penelitian ini menunjukkan bahwa subjek pertama menggunakan 4 strategi dalam pembelajaran otonominya selama pembelajaran jarak jauh. Subjek kedua menggunakan 5 strategi dalam pembelajaran otonominya selama pembelajaran jarak jauh. Subjek ketiga menggunakan 4 strategi dalam pembelajaran otonominya selama pembelajaran jarak jauh. Subjek terakhir menggunakan 4 strategi dalam pembelajaran otonominya selama pembelajaran jarak jauh. Hasil analisis tersebut didukung oleh pernyataan siswa yang diperoleh melalui sesi wawancara mengenai alasan strategi yang digunakan dalam pembelajaran mandiri. Disimpulkan bahwa penggunaan strategi siswa memiliki tujuan yang sama sesuai dengan situasi saat ini dalam jangkauan pelajaran.

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“…Strategi belajar ialah upaya yang dilakukan seseorang ketika belajar untuk dapat memahami, menggunakan dan mengolah informasi yang ia dapatkan secara individu (Widyantari et al, 2019). Strategi belajar yang biasanya dilakukan oleh mahasiswa ialah dengan memperiapkan…”

Section: Strategi Belajarunclassified

Pengalaman Self Regulated Learning Pada Mahasiswa Dalam Menghadapi Ujian Tengah Semester Secara Daring

2022

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The implementation of the midterm exam, which is currently being conducted online in the midst of a hybrid makes the use self-regulated learning different from when the learning system and midterm exams are conducted offline on campus. The difference in the current system will certainly affect the self-regulated learning of students. From this, students will have different experiences when they will undergo self-regulated learning as preparation for the midterm exam. This experience will be explored more deeply in this study by using qualitative methods and phenomenological approaches that will describe more deeply what is experienced with 2 students as research informants while undergoing self-regulated learning midterm examonline. From the results of the study, it was found that there was use of study time, learning motivation, learning strategies and feelings of anxiety and difficulty from the experiences of the subjects when doing self-regulated learning in order to face the midterm exams.

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Pengaruh Strategi Belajar Kognitif, Metakognitif Dan Sosial Afektif Terhadap Hasil Belajar Ipa

Cited by 14 publications

References 1 publication

The Effects of Reading Strategy Awareness on L2 Comprehension Performance among the Rungus in North Borneo

The Effects of Reading Strategy Awareness on L2 Comprehension Performance among the Rungus in North Borneo

EFL Students’ Learning Autonomy During Emergency Online Remote Learning

Pengalaman Self Regulated Learning Pada Mahasiswa Dalam Menghadapi Ujian Tengah Semester Secara Daring

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