Kesadaran Metakognisi Dan Keterampilan Memecahkan Masalah Mahasiswa Melalui Pembelajaran Berbasis Masalah Dengan Penugasan Individu

Widiantie, Rahma; Handayani, Handayani

doi:10.25134/quagga.v10i01.872

Cited by 5 publications

(5 citation statements)

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“…Students can describe the correlation between conceptual and methodology to answer the problems. Metacognition awareness can help students solve problems through effective design, which involves identifying problems, understanding problems that need to be solved, and understanding practical strategies [21]. This, of course, needs to be accommodated by applying laboratory learning in the form of designing experiments.…”

Section: Resultsmentioning

confidence: 99%

Contribution of Metacognition Awareness, Science Process Skills and Vee Diagram in Designing Experiment

Handayani¹,

Hindriana²,

Widiantie³

et al. 2022

Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 Dec

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This study explores the contribution of metacognition awareness, science process skills, and Vee Diagrams in predicting the experimental design abilities. The statistical population involved students of the third semester Department of Biology Education at Kuningan University. From these, 28 students were selected as samples through purposive sampling. Based on the nature of the subject and the research question, the correlation method was considered the most suitable for this study. Vee Diagram assessment rubric, MAI questionnaire, and Science Process Skills test were used to collect data. For data analysis, Pearson correlation and multiple regression were used. The results showed that metacognition awareness, science process skills, and Vee Diagrams contributed significantly to designing experiments with an R-value of 0,998. Among the components of metacognitive awareness, science process skills and the Vee Diagram were -0.537, -0.742, and 1.948, respectively.

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Section: Resultsmentioning

confidence: 99%

Contribution of Metacognition Awareness, Science Process Skills and Vee Diagram in Designing Experiment

Handayani¹,

Hindriana²,

Widiantie³

et al. 2022

Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 Dec

Self Cite

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“…This is necessary for students to study all the new knowledge received in the PAI course process. The readiness of students' cognitive thinking to carry out the process of selfregulation (self-regulated) has been pointed out in Maulyda, Budiharjo, Erfan, and Radha's (2020) research which concluded that self-refl ection in the form of metacognitive thinking actions is needed by students during online lectures which needs to be developed as awareness from within oneself (Widiantie & Handayani, 2018) as an eff ort to solve problems faced by individuals through a self-regulated learning process. Thus, the authors can state that the learning design of Islamic course implemented at MU leads to the development of students' self-regulated learning and regulatory abilities through three main indicators owned by each student: creativity, ability to think critically, and self-regulation (Baptist et al, 2021;Huang, Li, Poitras, & Lajoie, 2021;Setyaningsih & Djukri, 2020)…”

Section: Finding and Discussionmentioning

confidence: 99%

The development of students’ self-regulated learning through online learning design

El-Rumi

2022

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This study focused on exploring how the online learning design of Pendidikan Agama Islam (PAI) course facilitated the development of students’ self-regulated learning. This study was conducted at the State University of Malang, Indonesia, and used a qualitative approach in the form of a case study as its research method. Based on Bandura’s learner agency theory, the data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. Findings show that the PAI course at the State University of Malang had four learning design stages: stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. These stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emergence of the technical-didactic side of online Islamic education learning through a designed learning design stage so that, in the end, it will lead to benefits in achieving educational goals more effectively.

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“…The problem solver, in this case, the students are required to identify an unclear and unstructured problem. At this stage, students' problem-solving skills are empowered because students are focused on solving the problems they find (Widiantie & Lismaya, 2017). Identifying the problem is a stage that warrants further theoretical search to produce a potential model for solving the problem.…”

Section: Calculationmentioning

confidence: 99%

Students’ scientific reasoning skills through RICOSRE model in environmental changes topic

Hasruddin,

Aulia

2023

JPBI

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The low level of students' scientific reasoning skills is caused by the low-quality learning process. Action is needed to improve the learning process by applying innovative learning models, the Reading, Identification, Constructing, Solving, Reviewing, and Extending (RICOSRE) learning model. This research aims to determine the effect of RICOSRE Learning Model on Students' Scientific Reasoning Skills on the Topic of Environmental Changes of Class X MAN 1 Medan. This research uses a quasi-experiment with Non-equivalent Control Group Design. The population of this study is all class X Science and Technology MAN 1 Medan. The sample consisted of class X Science and Technology 1 with the RICOSRE learning model and X Science and Technology 2 with the conventional learning model. The results of the research show that the average pre-test and post-test data for scientific reasoning skills in the experimental class are 35.65 and 79.14, moreover in the control group are 33.94 and 67.76. Data was analyzed using an Independent Sample t-test using SPSS Version 26. Based on the t-test calculation at α = 0.05, a significance of 0.000 is obtained, which means there is an effect of the RICOSRE model on the scientific reasoning skills of students on environmental change topics.

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Kesadaran Metakognisi Dan Keterampilan Memecahkan Masalah Mahasiswa Melalui Pembelajaran Berbasis Masalah Dengan Penugasan Individu

Cited by 5 publications

References 0 publications

Contribution of Metacognition Awareness, Science Process Skills and Vee Diagram in Designing Experiment

Contribution of Metacognition Awareness, Science Process Skills and Vee Diagram in Designing Experiment

The development of students’ self-regulated learning through online learning design

Students’ scientific reasoning skills through RICOSRE model in environmental changes topic

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