Analisis Keterampilan Metakognitif Siswa Sekolah Menengah Atas dalam Pembelajaran Ekonomi Abad 21 di Indonesia

Kodri, Kodri; Anisah, Aan

doi:10.33603/ejpe.v8i1.2815

Cited by 8 publications

(11 citation statements)

References 9 publications

(9 reference statements)

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“…In addition, metacognition abilities can improve the learning process for the better because biology learning is not just a product but also a process. In line with what was expressed by Pintrich (Kodri & Anisah, 2020), "The more students know about the thought process, the better the learning process and learning achievement they will achieve. "…”

Section: Resultssupporting

confidence: 72%

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Correlation Between Metacognition Ability and Students' Science Process Skills on Cellular Bioprocess Materials

Cindiati

Suharsono²,

Diella³

2021

JPP

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Metacognitive skills are required for students to manage and keep track of their understanding of fact-finding and concept-building by scientific process skills. This research aims to determine the correlation between metacognitive skills and students' scientific process skills on cell-based bioprocessing topics. The population of this study were all class of XI MIPA in one of SMA Negeri Kota Tasikmalaya. The research samples were 30 students from class XI MIPA 2 selected based on the purposive sampling method. The research instruments used contained an essay test consisted of 21 questions with indicators developed by Tawil and Liliasari to examine the scientific process skills. In contrast, the questionnaire adapted from the Metacognitive Awareness Inventory consisted of 50 positive statements with 4 Likert-scale-based alternative answers to examine the metacognitive skills. The normality and linearity test are conducted before performing the hypothesis test as a prerequisite. The hypothesis testing based on bivariate correlation and regression with an α of 0.05 showed a positive correlation between the two variables. The correlation coefficient with a value of 0.544 represents a moderate correlation between the two variables. The determination coefficient shows the contribution of 29.6% from the metacognitive skills in students' scientific process skills on cell-based bioprocessing topic.

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Section: Resultssupporting

confidence: 72%

“…Conditional knowledge is in either category. This result shows that students have high abilities to know why and when the time is Kodri & Anisah (2020), "The high level of conditional knowledge is the awareness of students to learn maximally when they want to know the topic and motivate themselves to learn when needed".…”

Section: Students' Metacognition Abilitymentioning

confidence: 92%

Correlation Between Metacognition Ability and Students' Science Process Skills on Cellular Bioprocess Materials

Cindiati

Suharsono²,

Diella³

2021

JPP

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“…Inti dari konsep metakognisi ini adalah menggali pemikiran orang tentang berpikir "thinking about thingking". Metakognitif mengarah pada pemahaman ten-tang pengetahuan, suatu pemahaman yang dapat direfleksikan dari penggunaan efektif atau deskripsi pengetahuan yang jelas pada pertanyaan (Diandita et al, 2017;Kodri & Anisah, 2020;Septiyani et al, 2020). Artinya, metakognitif pada dasarnya berkaitan dengan pemahaman seseorang tentang pengetahuan yang dimilikinya.…”

Section: Pendahuluanunclassified

Mengembangkan Kemampuan Self-Regulated Learning Bidang Metakognisi

Kristanto

Pradana

2022

JP2

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Kemampuan self-regulated sangat penting untuk dimiliki oleh mahasiswa. Hal ini mencakup perilaku, karena individu mengatur tindakan mereka untuk membuat mereka tetap berfokus pada pencapaian tujuan. Self regulated learning diperlukan oleh mahasiswa untuk dapat menjadikan dirinya pribadi yang bertanggung jawab atas dirinya. Penelitian ini bertujuan untuk menganalisis kebutuhan di lapangan terkait pengembangan self regulated learning dalam metakognisi mahasiswa. Subjek penelitian ini melibatkan 100 mahasiswa dari program studi teknologi pendidikan. Penelitian deskriptif kualitatif ini dilakukan dengan metode survei. Pengumpulan data menggunakan kuesioner. Lembar kuesioner digunakan untuk mengumpulkan data tentang self regulated learning mahasiswa program studi teknologi pendidikan. Analisis data dilakukan secara deskriptif kualitatif dari data penelitian dilakukan. Berdasarkan temuan investigasi yang dilakukan, terlihat bahwa self regulated learning sangat dibutuhkan dalam pembelajaran di tingkat universitas. Mahasiswa membutuhkan pembelajaran yang bisa meningkatkan kemandirian belajar dalam diri mereka serta bisa menjadi pribadi yang jauh lebih baik. Langkah selanjutnya yang diperlukan adalah mengembangkan pembelajaran berbasis self regulated learning untuk mahasiswa teknologi pendidikan.

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“…Metacognitive development has a relationship with cognitive development at the age of 4 to 5 years (Erlin et al, 2021;Wahyu Lestari et al, 2019). At the age of 8 to 10 years, children can manage their metacognitive abilities and will continue to develop in the future (Kodri & Anisah, 2020;Septiyani et al, 2020). Metacognitive abilities are obtained based on experience and metacognitive knowledge derived from the monitoring process (Elvianasti et al, 2021;Wicaksono & Sayekti, 2020).…”

Section: Introductionmentioning

confidence: 99%

STEM-Based Everyone is a Teacher Here Strategy on Metacognitive Abilities

Averina

Mayarni

2022

j. ilm. sekol. Dasar

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The low quality of education have an effect quality of the nation. One of efforts to improve quality of education in Indonesia involve metacognitive abilities. The component of cognitive regulation in metacognitive will make the students mind systematic. This study aims to analyze the STEM-based learning strategy everyone is a teacher here on metacognitive abilities. The type of this research was a quasi experimental design with a pre-test and post-test control group design. The amount of data sample of this research is 103 students of fifth grade and the research sample amount is 55 students. The research instrument used has been through validity and reliability tests. Data analysis used in this study were normality test (Kolmogorov-Smirnov) and hypothesis testing (Wilcoxon test and Mann Whitney test).The result showed an increase in metocnitive abilities outcome that can be seen based on the result of pre-test and post-test, experiment class and control class. It was proven in testing the hypothesis, which states that value Asymp. Sig (2-tailed) 0,047 < 0,05 which means Ho is accepted and Ha is rejected. So it can be conclude that learning using the STEM-based learning strategy of everyone is a teacher here is effective in incrase the metacognitive abilities of students. Through STEM-based learning strategy everyone is a teacher here, metacognitive abilities can be enhanced based on soft skill, hard skill and creativity in building knowledge in the science learning process throught the water cycle and impact on living beings.

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Analisis Keterampilan Metakognitif Siswa Sekolah Menengah Atas dalam Pembelajaran Ekonomi Abad 21 di Indonesia

Cited by 8 publications

References 9 publications

Correlation Between Metacognition Ability and Students' Science Process Skills on Cellular Bioprocess Materials

Correlation Between Metacognition Ability and Students' Science Process Skills on Cellular Bioprocess Materials

Mengembangkan Kemampuan Self-Regulated Learning Bidang Metakognisi

STEM-Based Everyone is a Teacher Here Strategy on Metacognitive Abilities

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