Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kesadaran metakognitif dan pengetahuan metakognitif peserta didik tingkat Sekolah Menengah Atas. Kesadaran metakognitif merupakan potensi yang dimiliki peserta didik. Pengetahuan metakognitif merupakan kondisi aktual yang ada pada peserta didik. Penelitian bersifat survei ditindaklanjuti dengan eksperimen terbatas. Survei dilakukan di tingkat Sekolah Menengah Atas. SMAN dan MAN di Kota Bogor dan Jakarta menjadi populasi target. Sampel penelitian sebanyak 204 orang peserta didik. Eksperimen terbatas dilakukan pada kelas X SMA Peminatan IPA di SMAN Jakarta Selatan dengan melibatkan 71 peserta didik. Hasil penelitian menunjukkan kesadaran metakognitif (zona potensial) peserta didik rata-rata berada pada kisaran 7583 atau katagori baik, namun pengetahuan metakognitif (zona aktual) berada pada kisaran 10-15 atau katagori sangat buruk. Standar proses yang ditawarkan kurikulum 2013 belum dapat menarik peserta didik pada zona ideal yaitu pengetahuan metakognitif sama dengan kesadaran metakognitif. Kata Kunci: metakognitif, kurikulum 2013, zona aktual, zona potensial, zona ideal SENIOR HIGH SCHOOL STUDENTS’ METACOGNITIVE AWARENESS AND METACOGNITIVE KNOWLEDGE IN ACHIEVING THE GRADUATE STANDARD IN THE 2013 CURRICULUM Abstract: This study was aimed to describe senior high school students’ metacognitive awareness and metacognitive knowledge. Metacognitive awareness is the students’ potential while metacognitive knowledge is the actual conditions that exist on the students. The study was a survey followed by a limited experiment. The survey was conducted in senior high schools, state senior high schools, and Isamic senior high schools in Bogor and South Jakarta. The sample consisted of 204 students. The limited experiment was carried out in the tenth grade of SMA Peminatan IPA in state senior high schools in South Jakarta involving 71 students. The findings showed that the students ‘ metacognitive awareness was at the range between 75-83 or in the good category while the students’ metacognitive knowledge was at the range between 10-15 or in the very poor category. The process standard offered by the 2013 curriculum has not been able to attract students to the idea level, that is, the metacognitive knowledge and the metacognitive awareness was of equal level. Keywords: metacognitive, 2013 curriculum, actual zone, potential zone, ideal zone
The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.
The result of science literacy in Indonesian students has been satisfactorily yet. The government has introduced some new learning strategies. The research is aimed to finding some learning strategies can improved literacy science. The research was conducted in Indonesian school involving 213 participants who are divided into study groups using several learning strategies. Research involved all student on 10 th grade in that school. Improvement of science literacy was analyzed by N-gain and comparing some strategies of learning was analyzed by Anova followed Turkey. The results shows the impovement of science literacy in the learning by using scientific approach was not as good as inquiry approach, Argument Driven Inquiry (ADI), and Science Technology Education Matematics (STEM). The results of science literacy finding the improvement in science literacy of students who learn by using scientific approach comparing using scientific approach is similar to the one using Science Technology Scociety (STS) strategy.
This research aimed to know the influence of using contextual based student worksheet towards student learning outcomes on human movement system concept. This research was conducted at SMAN 10 Kota Tangerang Selatan. The research method used quasi experiment with pretest-posttest control group design. The sampling method was simple random sampling. The research sample were 37 students for experiment class by using contextual based student worksheet and 35 students for control class by using non contextual student worksheet. The instrument of this research consist of 20 multiple choice test and non test as activity observation sheet of teacher, student responses, attitude and performance assessment. The data analysis used t-test, obtained tarithmetic 2,17 and using ttable on a significant level α = 0,05 amounted 1,99, then tarithmetic > ttable. There was influence of using contextual based student worksheet towards student learning outcomes on human movement system concept. Contextual based student worksheet to facilitate the students to constructed knowledge and have the retention on human movement system concept. AbstrakPenelitian ini bertujuan untuk melihat pengaruh penggunaan lembar kerja siswa (LKS) berbasis kontekstual terhadap hasil belajar siswa pada konsep sistem gerak manusia. Penelitian ini dilaksanakan di SMAN 10 Kota Tangerang Selatan. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian pretest posttest control group design. Pengambilan sampel dilakukan dengan teknik simple random sampling. Sampel penelitian untuk kelas eksperimen berjumlah 37 orang dengan menggunakan LKS berbasis kontekstual dan kelas kontrol berjumlah 35 orang dengan menggunakan LKS non kontekstual. Instrumen penilaian yang digunakan yaitu tes dan non tes. Tes yang diberikan berupa tes pilihan ganda sebanyak 20 butir soal dan instrumen non tes berupa lembar observasi aktivitas guru, respon siswa, penilaian sikap dan kinerja. Teknik analisis data menggunakan uji-t, diperoleh hasil thitung 2,17 dan ttabel pada taraf signifikansi α = 0,05 sebesar 1,99, maka thitung > ttabel. Hal ini menunjukkan bahwa terdapat pengaruh LKS berbasis kontekstual terhadap hasil belajar pada konsep sistem gerak manusia. LKS berbasis kontekstual dapat mempermudah siswa dalam mengkonstruksi pengetahuan dan memiliki retensi terhadap konsep sistem gerak.
Abstrak: Penelitian bertujuan menemukan model pendampingan penelitian tindakan kelas kolaboratif antara perguruan tinggi dan sekolah (PTK Kolaboratif). Penelitian dilakukan di sekolah mitra. Metode penelitian menggunakan Mixed Method. Instrumen pengumpulan data adalah kuesioner, lembar wawancara mendalam, catatan lapangan, dan FGD. Data dianalisis dengan teknik statistik deskriptif. Penelitian menghasilkan tiga model Pendampingan PTK Kolaborasi yaitu model I (guru bersifat dominan), model II (peran guru bersifat moderat), dan model III (guru bersifat resesif). Model I guru sebagai pencetus ide dan melakukan penelitian mandiri, mahasiswa berperan sebagai observer, proses bimbingan dilakukan oleh dosen pembimbing. Model II guru dan mahasiswa mencetuskan ide riset, guru melaksanakan PTK, proses bimbingan dilakukan oleh dosen pembimbing. Model III guru bersama mahasiswa atau mahasiswa secara mandiri mencetuskan ide riset, mahasiswa melaksanakan PTK, proses bimbingan dilakukan dosen. Respon dosen, mahasiswa dan guru, positif terhadap pelaksanaan semua model kolaborasi PTK. Validasi pakar menunjukkan Model II dianggap sebagai model pendampingan kolaboratif perguruan tinggi dan sekolah yang ideal. Keyword: model pendampingan kolaboratif, penelitian tindakan kelas A STUDY ON THE IMPLEMENTATION OF UNIVERSITY -SCHOOL COLLABORATIVE CLASSROOM ACTION RESEARCH (CAR)Abstract:The goal of the study is to find out the mentoring models in collaborative Classroom Action Research (CAR) involving university and school. Research was carried out at the partner school. Deployingmixed methods, data were collected through questionnaire, depth interview, field note and FGDs and then analyzed using descriptive statistics technique. The results show three mentoring models in collaborativeCAR i.e. Model I (dominant teacher-oriented), Model II (moderateteacher-oriented), and Model III (recessive teacher-oriented). Model I requires teacher to undertake the CAR, studentto act as the observer, and lecturer to act as the mentor.In Model II, student and teacher propose a research problem, teacher conducts the CAR, and lecturermentors them. In Model III, teacher and student(or only student) formulate the research problem, student undertakes the CAR, and lecturer mentors them. Lecturers, students and teachers positively responds to the implementation of all the models. However, expertsargue that Model II is the ideal model for collaboration between university and school.
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