Metacognitive Learning Strategy with Reflective-Lesson Log Toward Students’ Physics Achievement

Abstract

The study examined the effect of metacognitive learning strategies with a reflective-lesson log toward students’ physics achievement on Senior High School. The research employed the experimental method used groups within treatment designs and conducted at SMAN 4 and SMAN 7 Pontianak involving 117 students taken randomly through cluster random sampling technique. Data analysis was performed by comparing the post-test of students who studied by metacognitive strategies and students who studied by traditional teaching. Data were analyzed using the t-test. The result showed that the students’ physics achievement who studied by metacognitive strategy with a reflective-lesson log was higher than students’ by traditional strategy. Thus, it was recommended that physics senior high schools’ teachers could implement the metacognitive strategy with a reflective-lesson log as one of innovation physics teaching.