Abstract
This study aims to determine the differences in metacognitive abilities and student learning outcomes after applying Contextual Teaching and Learning (CTL) learning strategies in the experimental class and the control class on the material of the immune system. The research method used is an experimental method with a pretest-posttest control group research design. The research subjects were 125 students at SMAN 2 Lhokseumawe. The parameters measured were metacognitive ability using a questionnaire and learning outcomes using the multiple-choice type test objective. Data was collected through pretest and posttest on metacognitive abilities, and learning outcomes were analyzed by parametric statistical tests using independent sample t-test. The metacognitive t-test on the score strongly agrees with the students in the experimental class and the control class, namely tcount (6.14) > ttable (1.65) significantly different. Metacognitive t-test on scores quite agrees with students in the experimental class and control class, namely tcount (0.61) < ttable (1.65) not significantly different. The metacognitive t-test on the score slightly agrees with the students in the experimental class and the control class, namely tcount (10.07) > ttable (1.65) significantly different. The metacognitive t-test on the students' disagreeing scores in the experimental class and control class, namely tcount (14.40) > ttable (1.65), was significantly different. The results showed differences in the application of CTL learning strategies to metacognitive abilities and learning outcomes between the experimental and control classes. It can be concluded that there are differences in metacognitive abilities and learning outcomes between the experimental class and the control class after the application of the CTL learning strategy to students at SMAN 2 Lhokseumawe on the subject of the immune system
Highlights
Metacognition is one of the essential aspects of the learning process
The application of the learning process as a metacognitive thinking strategy has a significant effect on the learning outcomes of students who get better grades (Septiana et al, 2013)
Based on the results of preliminary studies that have been conducted on teachers at SMAN 2 Lhokseumawe, the material of the immune system is complex for students to understand because the science is so broad and abstract that students experience problems in the process of understanding metacognitive abilities
Summary
Metacognition is one of the essential aspects of the learning process. Through this metacognition, students can organize themselves in planning their learning. Students will feel impressed with learning if in the learning process, students get good results from their understanding and discoveries, especially on immune system material. Based on the results of preliminary studies that have been conducted on teachers at SMAN 2 Lhokseumawe, the material of the immune system is complex for students to understand because the science is so broad and abstract that students experience problems in the process of understanding metacognitive abilities. The Data of Class XI 2019 shows that out of 125 students there are 60% of students have not reached the Minimum Completeness Criteria (MCC) To overcome this problem, it is necessary to find a solution for the learning process so that understanding of biological material, especially the material of the immune system, can be improved. After the data has been collected, before the t-test is carried out, the normality test and homogeneity test are carried out on the pretest score and posttest score data
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