Pengaruh Pembelajaran Berbasis Pemecahan Masalah Berbantuan Jurnal Belajar Terhadap Kemampuan Metakognitif

Abstract

Abstrak : Tujuan penelitian adalah untuk mengetahui perbedaan kemampuan metakognitif mahasiswa yang dibelajarkan dengan pemecahan masalah berbantuan jurnal belajar dengan tanpa bantuan jurnal belajar. Penelitian ini termasuk dalam eksperimen semu dengan menggunakan rancangan the matching only-Postest only control group design . Penelitian ini melibatkan dua kelas yaitu offering I sebagai kelas eksperimen dan offering G sebagai kelas kontrol. Kelas kontrol dibelajarkan dengan model pemecahan masalah dan kelas ekperimen dibelajarkan dengan model pemecahan masalah disertai penulisan jurnal jurnal belajar. Data pada penelitian ini adalah skor jurnal belajar dan lembar inventori metakognitif. Hasil penelitian menunjukkan bahwa kemampuan metakognitif mahasiswa yang dibelajarkan dengan model pemecahan masalah disertai jurnal belajar lebih tinggi daripada mahasiswa yang dibelajarkan dengan model pemecahan masalah tanpa disertai jurnal belajar. Kata kunci : pemecahan masalah, jurnal belajar,metakognitif.Abstract : The aim of this research is to find out whether the metacognitive ability of students involved in problem-solving based learning combined with learning journal is higher than that of the student in problemsolving without learning journal. This study employed a quasi-experimental by using the matching only-Postest only control group design. The population involved 2 (two) classes: offering I as an experiment group, and offering G as the control group. The control group was taught by problem-solving model, and the experiment group was taught by problem-solving augmented with learning journal. The measurements are learning journal scores and metacognitive awareness. The result shows metacognitive ability of students involved in problemsolving method combined with learning journal is higher than that of students involved in problem-solving without learning journal.

Analysis of vocational high school student metacognitive capabilities on geometry topics during the Covid-19 Pandemic

“…Students who have good metacognitive abilities in solving problems will positively impact the learning process and learning achievement [18]. With metacognitive abilities, students can plan, control learning progress and evaluate learning outcomes so that learning becomes more directed and effective [21]. In addition, metacognitive abilities allow students to manage cognitive skills and see their weaknesses so that improvements can be made to actions next [24].…”

Upaya Meningkatkan Kemampuan Pemecahan Masalah dan Hasil Belajar Matematika Menggunakan Metode Problem Solving

“…Dalam hal ini siswa dihadapkan dengan suatu masalah kemudian diminta untuk memecahkannya. Pembelajaran yang menerapkan Problem Solving dimulai dengan pertanyaan-pertanyaan yang mengarahkan kepada konsep, prinsip, dan hukum, kemudian dilanjutkan dengan kegiatan memecahkan masalah (Fathonah, Ibnu, & Suharti, 2016;Hamid, 2014). Problem Solving dipilih dalam kegiatan pembelajaran matematika karena melalui pendekatan pembelajaran ini siswa dapat lebih memahami pengetahuan dan lebih menyadari pengalaman dalam belajar (Iqram, 2014).…”

Good-by Learning Journal: Strengthening Metacognitive Skills in OIDDE Learning Model

“…Through metacognitive students will involve their awareness to think and act in accordance with their knowledge or cognitive (Khoiriah, 2015;Mursali, 2015). Metacognitive has a role in controlling student cognitive activity (Fathonah et al, 2016;Siregar et al, 2017). However, not all students are able to maximally control their awareness of their own cognitive processes.…”

“…During the learning process, students sometimes enjoy chatting with their classmates and playing alone with their friends, means that there is something less interesting with the learning. Metacognitive awareness will appear if students know what is needed in their learning activities, it's just that students are often distracted by other things, for example, low learning motivation (Adiansyah et al, 2021;Fathonah et al, 2016;Sihaloho et al, 2018). If learning only focuses on student worksheets and textbooks and the delivery of material is only the lecture method, question and answer students feel they are not developing their thinking skills and will feel bored quickly, passively, waiting for directions and even difficult to accept the material.…”

“…The advantage of writing a learning journal is that students will get used to controlling their learning and involve themselves by studying reflection, then become more active, acknowledging responsibility (Nurajizah et al, 2018). The next advantage is that writing a learning journal can train students 'thought processes which are closely related to students' ability to solve problems, make decisions, determine learning techniques that are suitable for them (Fathonah et al, 2016;Roediger et al, 2011). Various studies that have been carried out on learning journals, there are drawbacks, namely the applied learning journals have not shown a systematic student thinking process (Fathonah et al, 2016;Nurajizah et al, 2018).…”