The Effect of I-CARE Learning Model on the Students' Metacognition

Abstract

The general objective of this study was to find and analyze empirically the effect of the I Care learning model on the students' metacognition. The method used in this research was the experimental method. The affordable population in this study was grade X students of SMK Assyafiah which is located at Jalan Bukit Duri No.29, South Jakarta 2016/2017 academic year. The sample of the study was 60 students obtained through random sampling method that the researcher mixed in the population so that all subjects were considered the same. Data collection was done by documentation techniques (learning model variables) and test techniques (student metacognition variables). The collected data was then analyzed using the t-test. Before the data was analyzed, first descriptive statistical analysis and data requirements test (normality test, homogeneity test) were carried out. The results of the study showed that there was an influence of the I Care learning model on the students' metacognition. In other words, students' metacognition who used the I Care learning model was higher than the students' metacognition who used constructivism learning model.

The Effect of Introduction, Connection, Application, Reflection, and Extension (ICARE) towards Students’ Chemistry Learning Outcome

“…Unlike the transfer of knowledge, transfer of value or imparting character values is not an easy to do, it requires a long process and time. Therefore, habituation is needed, so that the values implanted can become values that are spontaneously carried out [18]. Even though character is difficult to instill in a short time, at least the application of the learning model ICARE in this study has been able to show differences in the curiosity and responsibility of students in the experimental class as indicated by the percentage of the seven criteria which is almost entirely higher than the students in the control class.…”

Pengaruh Penggunaan Diagram Roundhouse Terhadap Keterampilan Metakognisi Siswa

“…Keterampilan metakognisi brasal dari siswa melalui aktivitas metakognisi yang membantu mengontrol pemikiran siswa saat belajar. Proses kognisi siswa didukung oleh keterampilan metakognisi yang baik (Suendarti & Liberna, 2018). Semakin baik keterampilan metakognisi siswa, maka semakin bagus pula hasil belajarnya.…”

“…diri selama proses kognitif. Keterampilan metakognisi sangat diperlukan dalam mencapai kesuksesan belajar, karena keterampilan tersebut akan memungkinkan siswa dalam mengelola proses kognitif serta mampu menemukan kelemahan yang akan diperbaiki pada proses berpikir berikutnya (Suendarti & Liberna, 2018). Metakognisi ditekankan sebagai kemampuan dalam memantau dan memahami aktivitas berpikir, sehingga proses metakognisi setiap individu akan berbeda sesuai kemampuannya (Thayeb & Putri, 2017).…”

Efektivitas Model ICARE Berbantuan Geogebra Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa

“…Menurut penelitian Suendarti & Liberna (2018), model ICARE juga dapat membantu metakognisi siswa, sehingga konstruksi siswa dalam belajar akan lebih baik. Dengan adanya penggunaan media pembelajaran manipulatif terjadi hubungan timbal balik antara siswa dan guru ataupun sebaliknya.…”