Peningkatan Kemampuan Metakognisi dan Hasil Belajar Siswa dengan Pendekatan Keterampilan Proses Melalui Think Pair Share pada Siswa Kelas X-3 SMAN Yosowilangun Lumajang Tahun 2014/2015

Pratiwi, Indri; Suratno, S; Iqbal, Mochammad

doi:10.19184/jukasi.v3i2.3525

Cited by 7 publications

(7 citation statements)

References 2 publications

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“…During the reading, there is a self-regulated learning process by which it enhances metacognitive skills through information sharing activities both in-groups and in-class discussion [2,51,52,53,54]. The results of other studies show that if metacognitive skills are trained through inquiry and a well-designed learning environment, it can affect high-level thinking skills, improve metacognition abilities and learning outcomes, also grow students' independence in learning [5,14,11,12,55,56,57].…”

Section: Metacognitive Skillsmentioning

confidence: 99%

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Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills

Astriani

Susilo

Suwono

et al. 2020

Int. J. Emerg. Technol. Learn.

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This study aimed to measure the role of mind mapping in learning models to improve students' metacognitive skills. The study used a pre-experimental one group pre-test post-test design, involving 33 students of science teacher candidates, Science Education Study Program, Universitas Negeri Malang, Malang, Indonesia, for three meetings. The instruments used were a mind map assessment rubric and a metacognitive skills essay questions as many as 15 questions alongside with its assessment rubric. Students were given a pre-test before learning activities and the same post-test consists of essays related to metacognitive skills. Research data were analyzed descriptively and quantitatively using a t-test and correlation analysis. The results showed: (1) there was increasing scores over mind mapping skills in the average by each meeting, namely score of 13.91 (Enough), 15.39 (Enough), and 18.18 (Good); (2) the paired t-test results showed the value of t = 9.196, with a significance of 0.000 <0.05; and (3) the results of the influence analysis of 0.552 showed that mind mapping with metacognitive skills was correlated by moderate criteria. To conclude, the mind mapping applied in the syntax of learning models can improve the metacognitive skills of students as science teacher candidates

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Section: Metacognitive Skillsmentioning

confidence: 99%

“…Research that examines metacognitive skills has been done, especially related to learning outcomes [7,8,9,10,11,12,13]. Research that has been conducted by various methods shows that there is a positive relationship between metacognitive skills and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills

Astriani

Susilo

Suwono

et al. 2020

Int. J. Emerg. Technol. Learn.

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“…Keterampilan metakognitif dapat memberikan pengaruh prestasi belajar peserta didik. Peserta didik yang mempunyai keterampilan metakognitif baik maka juga akan mendapatkan hasil belajar kognitif yang baik (Pratiwi, et al, 2016). Hal ini selaras dengan penelitian Berdasarkan hasil analisis didapatkan rata-rata skor keterampilan metakognitif yang diperoleh peserta didik yaitu 3,95 dengan kategori sangat baik (Miller,2009).…”

Section: Keefektifan E-lkpdunclassified

Pengembangan E-LKPD Berbasis Strategi KWL (Know-Want-Learned) untuk Melatihkan Keterampilan Metakognitif Peserta Didik pada Materi Pertumbuhan dan Perkembangan Tumbuhan

Hasanah

Yuliani

2022

BioEdu

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Salah satu keterampilan dalam kurikulum 2013 yang diperlukan pada abad ini adalah keterampilan metakognitif. Keterampilan metakognitif dapat dilatihkan dengan strategi KWL (Know-want-Learned). Materi Pertumbuhan dan Perkembangan Tumbuhan merupakan materi yang kompleks dan memiliki banyak konsep yang detail sehingga diperlukan kemampuan pemahaman yang baik. Tujuan penelitian ini adalah menghasilkan E-LKPD berbasis strategi KWL untuk melatihkan keterampilan metakognitif peserta didik pada materi pertumbuhan dan perkembangan tumbuhan yang valid, praktis dan efektif . Metode yang digunakan dalam penelitian ini adalah model 4D (define, design, develop dan disseminate). Data validitas diperoleh dengan instrumen lembar validasi E-LKPD. Data kepraktisan ditinjau dari hasil observasi keterlaksanaan aktivitas peserta didik dalam pengerjaan E-LKPD. Data efektifitas ditinjau dari hasil ketuntasan indikator dengan instrumen soal peretest posttest, penilai an keterampilan metakognitif dan hasil respon peserta didik. Uji coba secara terbatas dilakukan pada kelas XII MIPA 3 MAN 1 Bojonegoro. Data yang diperoleh dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa E-LKPD yang dikembangkan dinyatakan valid dengan skor validitas sebesar 97,2%, sangat praktis dengan skor kepraktisan 97,5%, dan dinyatakan sangat efektif ditinjau dari ketuntasan indikator 80%, hasil nilai keterampilan metakognitif 3,95 dengan kategori sangat baik serta respon peserta didik 97,75% dengan kategori sangat efektif. Berdasarkan hasil tersebut dapat disimpulkan bahwa E-LKPD yang dikembangkan efektif digunakan dalam pembelajaran untuk melatihkan keterampilan metakognitif peserta didik. Kata Kunci : lembar kerja peserta didik elektronik (E-LKPD), KWL, Keterampilan Metakognitif, Pertumbuhan dan Perkembangan Tumbuhan.

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“…Hal ini senada dengan [11] semakin baik kemampuan metakognisi yang dimiliki peserta didik maka semakin baik juga hasil belajar yang diperoleh. Ditambahkan [13], bahwa dengan pembelajaran berbasis praktiku dapat menunjang keberhasilan proses pembelajaran, khususnya hasil belajar fisika.…”

Section: Tabel 1 Kemampuan Metakognisi Siswaunclassified

Pengaruh Penerapan Lembar Kerja Siswa Berbasis Inkuiri Terbimbing Terhadap Kemampuan Metakognisi Siswa Pada Materi Hukum II Newton

Ljianto

Anita

Boisandi

2020

Radiasi

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This study aims to determine; (1) students 'metacognition abilities before being applied to guided inquiry-based student worksheets on Newton's Law II material, (2) students' metacognition abilities after being applied guided inquiry-based student worksheets on Newton's Law II material, and (3) how much influence is the application of guided inquiry based student worksheets on students' metacognitive abilities in Newton's Law II material in class X Mia SMA N 1 Marau. This research is a pre-experimental research design with one group pretest-posttest design research. The population in this study were all students of class X SMA N 1 Marau which consisted of 4 classes. The sample selected using a saturated sample, namely class X Mia as the experimental class. The results of the study were obtained before the treatment of the aspects of students' high metacognition abilities, namely the aspect of strategy setting ability of 81.81% and the aspect of the lowest metacognition ability, namely the aspect of metacognition ability of the debugging strategy by 0%. Meanwhile, the results after being given treatment for the students' high metacognition ability were the aspect of strategic setting ability of 95.23% and the lowest aspect of metacognition ability was the aspect of the metacognition ability of the debugging strategy of 57.77%. The result of the calculation of the effect size is 5.17 or 5.17> 0.8. Thus, the effect of the application of guided inquiry-based worksheets is very influential on students' metacognition abilities.

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Peningkatan Kemampuan Metakognisi dan Hasil Belajar Siswa dengan Pendekatan Keterampilan Proses Melalui Think Pair Share pada Siswa Kelas X-3 SMAN Yosowilangun Lumajang Tahun 2014/2015

Cited by 7 publications

References 2 publications

Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills

Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills

Pengembangan E-LKPD Berbasis Strategi KWL (Know-Want-Learned) untuk Melatihkan Keterampilan Metakognitif Peserta Didik pada Materi Pertumbuhan dan Perkembangan Tumbuhan

Pengaruh Penerapan Lembar Kerja Siswa Berbasis Inkuiri Terbimbing Terhadap Kemampuan Metakognisi Siswa Pada Materi Hukum II Newton

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