Abstract
The teaching of the educational levels including at the university level is still emphasized on the aspect of cognitive ability. The emphasis on the aspect of empowering the metacognitive is not touched yet. As a matter of fact, there are some techniques of teaching that can be applied to empower their metacognitive ability such Problem-based Learning (PBL) and cooperative Group Investigation (GI) strategy applies. This study aims to explain the effect of PBL and cooperative GI strategy to the metacognition and this study use “Pretest-Posttest Nonequivalent Control Group Design”. This study indicates that students that learned with PBL and GI strategy have scores of metacognition from pretest to posttest higher than students that learned with conventional strategy. Based on the ANACOVA test showed that there were significance differences of students’ metacognition ability between the students who were thought through PBL strategy and the students who were thought through conventional and GI strategy. Kata kunci: PBL, kooperatif GI, metakognisi
Highlights
Hasil belajar kognitif peserta didik masih menjadi perhatian utama para ahli pendidikan kita untuk mengukur kualititas pendidikan maupun kualitas proses pembelajaran
This study aims to explain the effect of Problem-based Learning (PBL) and cooperative Group Investigation (GI) strategy to the metacognition and this study use “Pretest-Posttest Nonequivalent Control Group Design”
This study indicates that students that learned with PBL and GI strategy have scores of metacognition from pretest to posttest higher than students that learned with conventional strategy
Summary
Keterangan: X1 adalah kelas PBL X2 adalah kelas GI X3 adalah kelas konvensional Y1, Y3, Y5 adalah skor pretest T1 adalah strategi PBL T2 adalah strategi GI T3 adalah strategi konvensional Y2, Y4, Y6 adalah skor posttest. Pengumpulan data penelitian dilakukan dengan memberikan tes penguasaan konsep kimia dasar kepada subjek penelitian untuk mengukur keterampilan metakognisi (menggunakan rubrik metakognitif). Keterampilan metakognisi mahasiswa tergambar dan terintgerasi dalam tes penguasaan konsep. Keterampilan metakognisi yang dimaksud dalam penelitian ini adalah kemampuan mahasiswa dalam memaparkan jawaban atas tes penguasaan konsep kimia dasar dengan skala 0-7. Pengukuran keterampilan metakognisi dilakukan pada awal dan akhir perkuliahan dengan menggunakan rubrik keterampilan metakognisi yang dikembangkan oleh Corebima (2008). Analisis ANAKOVA memerlukan persyaratan terpenuhinya uji asumsi, yaitu data harus berdistribusi normal dan homogen. Hasil analisis data diperoleh bahwa data berdistribusi normal dan varian yang homogen. HASIL Rata-rata skor kesadaran dan keterampilan metakognisi pada pretest dan posttest untuk strategi PBL, GI, dan konvensional secara ringkas disajikan pada Tabel 2. Rata-rata Skor Pretest-Posttest Metakognisi Mahasiswa Berdasarkan Strategi Pembelajaran
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