The demands of the 2013 curriculum and limited data on metacognitive awareness in schools encourage researchers to explore and identify the metacognitive awareness of students at on one Islamic high school in the Jambi. The study used mix method research design with an explanatory sequential design. The population was class X in one of Islamic high school Jambi. This Study involved 90 respondents. Sampling uses a purposive sampling technique. Instrument the study was Metacognitive Awareness Questionnaire which was adapted from the Metacognitive Awareness Inventory (MAI). Questionnaire with two indicator : metacognitive knowledge and regulation. Accumulation data with giving a questionnaire MAI on physics learning and interviews with several students to strengthen the questionnaire data. The results showed categorical data regarding metacognitive awareness which is assessed based on metacognitive knowledge and regulation. The category metacognitive knowledge consists of declarative knowledge with a percentage 70% (good), procedural knowledge 53% (good), and conditional knowledge 60% (good). Cognition regulation category consists of planning with a percentage 60% (good), management information 53% (good), monitoring of understanding 57% (good), action strategies (debugging strategies) 53% (good) and evaluation 73% (good). Based on the results of study can be interpreted that students could know themselves as students and they are able to overcome their weaknesses or deficiencies in the learning process. For example, students can develop appropriate strategies to solve problems faced in the learning process.
AbstrakMiskonsepsi merupakan suatu konsepsi seseorang yang tidak sesuai dengan konsepsi ilmiah yang dimiliki oleh para ahli. Miskonsepsi harus dihindari dan kalau sudah terjadi perlu diremediasi karena dapat menjadi faktor penghambat dalam proses belajar siswa. Namun, miskonsepsi tidak mudah diidentifikasi, diperlukan instrumen khusus dan langkah-langkah tertentu untuk mengungkapkannya. Tujuan penelitian ini adalah untuk menggali, mengungkap, serta mendeskripsikan miskonsepsi siswa pada materi suhu dan kalor. Responden penelitian berjumlah 127 orang yang merupakan siswa dari SMA favorit di Jambi. Instrumen yang digunakan untuk pengumpulan data adalah Four-Tier Diagnostic Instrument pada materi suhu dan kalor. Analisis data dilakukan dengan cara mencari persentase jawaban benar pada setiap tingkat (tier) untuk setiap item dan persentase jawaban miskonsepsi untuk setiap kategori. Hasil penelitian menunjukkan bahwa 10 jenis miskonsepsi pada materi suhu dan kalor pada siswa telah dapat diidentifikasi dengan menggunakan sembilan buah item instrumen. Rata-rata miskonsepsi adalah sebesar 24.25%, False Positif sebesar 9,01%, False Negatif sebesar 4,72%, dan Lack of Knowledge sebesar 10,32% pada materi suhu dan kalor. persentase miskonsepsi tertinggi terletak pada miskonsepsi keenam (M6) sebesar 58,27%, yaitu "Ketika berada pada ruang yang sama suhu besi lebih rendah daripada suhu benda di sekitarnya". Kata Kunci: Miskonsepsi; suhu dan kalor; four-tier diagnostik instrument; AbstractThe misconception is a conception of someone who is not in accordance with the scientific conception possessed by experts. Misconceptions must be avoided, and if they occur, they need to be remediated because they can be a limiting factor in student learning. However, misconceptions are not easily identified; special instruments and specific steps are needed to express them. The purpose of this study is to explore, uncover, and describe students' misconceptions in temperature and heat material. The research respondents were 127 students from a favorite high school in Jambi. The instrument used for data collection was the Four-Tier Diagnostic Instrument on temperature and heat material. Data analysis was done by finding the percentage of correct answers at each level (tier) for each item and the percentage of answers to misconceptions for each category. The results showed that ten types of misconceptions in the temperature and heat material in students had been identified using nine instrument items. The average misconception is 24.25%, False Positive is 9.01%, False Negative is 4.72%, and Lack of Knowledge is 10.32% in temperature and heat material. The highest percentage of misconception lies in the sixth misconception (M6) of 58.27%, namely "When in the same room the temperature of the iron is lower than the temperature of the objects around it".
Telah dilakukan kegiatan pengabdian kepada masyarakat dengan tujuan untuk meningkatkan profesionalitas guru dalam mengintegrasikan pendidikan mitigasi melalui pembelajaran sains sebagai upaya membangun kesadaran mitigasi dari jenjang sekolah. Kegiatan ini melibatkan 50 orang guru IPA dilaksanakan pada tanggal 12 Oktober 2020 bertempat di SMP 6 seluma. Instrument yang digunakan dalam kegiatan PPM ini adalah angket untuk menjaring data persepsi guru dan penugasan mandiri. Berdasarkan hasil kegiatan diketahui bahwa guru berpendapat pendidikan mitigasi penting untuk dilakukan dalam rangka membangun kesadaran mitigasi siswa, konsep sains berkaitan erat dengan berbagai fenomena alam termasuk fenomena bencana kebumian. Konsep sains sangat potensial untuk diintegrasikan dengan pendidikan mitigasi Berdasarkan uraian diatas maka dapat disimpulkan bahwa integrasi pendidikan mitigasi sangat penting terutama untuk daerah rawan bencana alam seperti provinsi Bengkulu. Integrasi pendidikan mitigasi sangat potensial untuk dilakukan melalui pembelajaran sains mengingat karakter konsep sains yang berkaitan erat dengan berbagai fenomena alam
Abstract-Electromagnetic concepts are abstract, difficult and complex concepts. There are different conceptions understood by students in learning electromagnetic concept. This study aims to identify and describe the conception of high school students who have been studying electromagnetic. Descriptive method used in this research. The subjects consist of 27 respondents of 12th grade students. The data collection done by providing an essay test instruments referred to test models of Electromagnetism Concept Inventory (EMCI) those includes subconcepts of Electrostatic, Magnetism, Electromagnetic induction and Electromagnetic waves. The result of data analysis shows that only 2% of respondents answered correctly on the subconcepts of magnetism. In other sub-concepts there were no respondents who answered correctly. Moreover, the conceptions understood by respondents about electromagnetic concept were very diverse.
The research aims to improve student learning outcomes by applying the Think Pair Share model assisted by Mystery Pics for fourth grade students at SD 2 Hadipolo.The research used is classroom action research. This research was conducted in 2 cycles with each cycle consisting of planning, action, observation, and evaluation. This research was conducted at SD 2 Hadipolo. The subjects used were Grade IV SD 2 Hadipolo students for the 2022/2023 academic year, with a total of 19 students, consisting of 13 male students and 6 female students. Data collection techniques carried out in this study include observation and tests. The instrument used to measure learning outcomes in this study is a matter of evaluation. The data in this study were analyzed in a quantitative descriptive manner.The results of this study note that the percentage of students in the skill of writing Pancasila precepts questions is 56% with category D for the qualification of completeness needing guidance. In cycle II there was an increase compared to cycle I in writing Pancasila precept questions by 91% with category B for good thoroughness qualifications.
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