Studi Investigasi Hubungan Antara Metakognisi, Self-regulasi dan Motivasi Belajar Siswa

Utaminingsih, Diah

doi:10.23960/jpp.v7.i1.201702

Cited by 3 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pembelajaran dengan penerapan self regulated learning berbasis literasi digital ini bermaksud agar cara pembelajaran yang dilakukan siswa kelas VIII dapat terpusat pada diri siswa itu sendiri dan guru sebagai fasilitator dalam pengembangan belajarnya. Self regulated learning itu sendiri menonjolkan indikator berupa metakognisi, motivasi serta prilaku siswa yang ketiga hal tersebut sangat dapat berpengaruh dalam kecerdasan emosional siswa (Utaminingsih, 2017) Berdasarkan hasil data penelitian kecerdasan emosional dapat terlihat pengaruh peningkatan dalam setiap indikator dan yang menonjol pada indikator mengenali emosi dan membina hubungan yang memiliki nilai N-gain paling tinggi dianatara indikatorr lainnya. Hal itu menjelaskan bahwa penerapan self regulated learning memiliki pengaruh peningkatan pada tahap sedang terhadap kecerdasan emosional siswa.…”

Section: Gambar 2 Grafik Hasil Pretest Dan Posttest Kelas Eksperimenunclassified

Pengaruh Self Regulated Learning Berbasis Literasi Digital Terhadap Kecerdasan Emosional Siswa

Azhary

Suhendar

Nuranti

2021

BIO

View full text Add to dashboard Cite

This research aims to see the effect of learning carried out by implementing digital literacy-based learning and conventional learning activities on the intelligence of class VIII students. In this study, taking a sample of 2 different classes in SMP Negeri 15 Sukabumi City with eighth grade students, it can be said that 20 people as the experimental class and seventh grade students can be measured 17 as the control class. Collecting research data using an emotional intelligence questionnaire instrument. Analysis of research data using inferential statistics in the form of paired sample T test. Prior to the hypothesis data, the prerequisite test data used the normality and homogeneity test to test the indicators and the distribution of the research data taken. The results showed that there were differences in the scores of students' intelligence using regulated and conventional independent learning. The group of students with the application of self-regulated learning based on digital literacy has a significant hypothesis test (2 tailed) 0.000 <0.05, which means that there is an average difference between the pretest and posttest results, while conventional learning does not show an average difference because of the results. 0.163> 0.05. Based on this research, that the application of learning, self-regulated learning based on digital literacy affects the emotional intelligence of class VIII C students at SMP Negeri 15 Sukabumi City. Abstrak. Penelitian yang bertujuan untuk mengetahui pengaruh dari pembelajaran yang dilakukan dengan penerapan self-ragulated learning berbasis literasi digital dan kegiatan belajar secara konvensional terhadap kecerdasan emosional siswa kelas VIII. Pada penilitian ini mengambil sampel 2 kelas yang berbeda di SMP Negeri 15 Kota Sukabumi dengan siswa kelas VIII C berjumlah 20 orang sebagai kelas eksperimen dan siswa kelas VIII H berjumlah 17 sebagai kelas kontrol Mrtode penelitian menggunakaan metode kuantitatif. Pengumpulan data penelitian dengan menggunakan instrumen angket kecerdasan emosional. Data penelitian di analisis dengan menggunakan statistic inferensial berupa uji T paired sample test. Sebelum pengujian data hipotesis data di uji prasayarat dengan menggunaan uji normalitas serta homogenitas untuk mengetahui varian dan sebaran data penelitian yang di ambil. Hasil penelitian mendapatkan bahwa terdapat perbedaan rata-rata terhadap kecerdasan emosional siswa dengan menggunakan penerapan belajar self regulated learning dan konvensional. Kelompok siswa dengan penerapan self regulated learning berbasis literasi digital memiliki hasil uji hipotesis menunjukan siginifikan (2 tailed) 0,000 < 0.05 yang artinya ada perbedaan rata-rata dari hasil pretest dan posttest sedangkan pembelajaran secara konvensional tidak menunjukan adanya perbedaan rata-rata karena hasilnya 0,163 > 0,05. Berdasarkan penelitian ini disimpulkan bahwa penerapan pembelajaran self regulated learning berbasis literasi digital berpengaruh terhadap kecerdasan emosional siswa kelas VIII C di SMP Negeri 15 Kota sukabumi.

show abstract

Section: Gambar 2 Grafik Hasil Pretest Dan Posttest Kelas Eksperimenunclassified

Pengaruh Self Regulated Learning Berbasis Literasi Digital Terhadap Kecerdasan Emosional Siswa

Azhary

Suhendar

Nuranti

2021

BIO

View full text Add to dashboard Cite

show abstract

“…In line with this, Bahri and Corebima (2015) explain that metacognitive skills play an important role in various cognitive activities. The aspect of metacognitive influences an individual's ability to choose, understand, and reflect the consequences of his or her behavior (Utaminingsih, 2017). Metacognitive skills lead to higher-order thinking skills that involve active control of certain cognitive processes in the learning process (Bahri & Corebima, 2015).…”

Section: Introductionmentioning

confidence: 99%

The relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject

Mustopa

Mustofa

Diella

2020

JPBI

View full text Add to dashboard Cite

The latest learning in the 21st century requires learners to master various competencies to support their learning process and achieve the expected learning goals. This study aims to determine the relationship between self-regulated learning and learning motivation with metacognitive skills. The research was conducted in May 2020 at SMAN 1 of Tasikmalaya. The research used a quantitative approach to explore the correlation among variables observed involving a population of 177 students of class XI MIPA 1- XI MIPA 5 in academic year 2019/2020. The samples were 43 students selected using simple random sampling technique. Metacognitive Awareness Inventory (MAI) questionnaire adapted from Schraw & Dennison and Motivated Strategies for Learning Questionnaire (MSLQ) adapted from Pintrich & De Groot were used to collect the data. MAI is used to measure metacognitive skills, while MSLQ is used to measure self-regulated learning and learning motivation. MLSQ is a validated isntrumen, while MAI is tested for validity first and the results are valid. The analysis technique used was multiple linear regression tests. The results show that the correlation coefficient (R) was 0.747 and the coefficient of determination (R2) was 0.558. The contribution of self-regulated learning and learning motivation to metacognitive skills amounted to 55.8%.

show abstract

“…Kesadaran berpikir tersebut merupakan motivasi intrinsik dalam proses belajar siswa. Hal ini sejalan dengan hasil penelitian Utaminingsih (2017), bahwa semakin tinggi metakognisi siswa maka motivasi belajarnya juga semakin tinggi.…”

unclassified

The Strategy of Metacognition to Improve Problem Solving Competency in Kinetic Theory of Gases

Himawan

Winarti

2018

Educ. Sci.

View full text Add to dashboard Cite

This is an open access article under CC-BY-SA license Tersedia online di EDUSAINS Website: http://journal.uinjkt.ac.id/index.php/edusains EDUSAINS, 10 (2), 2018, 265 -274 Research Artikel STRATEGI METAKOGNISI UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MATERI TEORI KINETIK GASAbstract Metacognition is the most important part of problem solving, in which students control consciously the cognition activity in planning, monitoring and evaluating the physics problem solving. The purpose of this research is to know the influence of metacognition strategies to problem solving ability. This research is quasi experiment with nonequivalent control grup design. The sample consist of class XI MIPA 1 as a control class and XI MIPA 2 as experiment class. The test technique used is form of a description sheet to obtain problem solving skill data, while the nontest technique used is form of an observation sheet to obtain learning activity data. Problem solving skill data is analyzed by quantitative method using descriptive statistic. The result of research indicates that there is an influence of metacognition strategies to student problem solving skill. There is an increase in problem solving ability in experiment class with 0.61 of N-Gain grade (medium), which is higher than control class. Observation result indicates that student learning activity in experiment class is higher than that in control class. AbstrakMetakognisi merupakan bagian penting dalam proses pemecahan masalah, dimana siswa secara sadar mengontrol aktivitas kognisi dalam merencanakan, memantau serta mengevaluasi pemecahan masalah fisika. Penelitian ini bertujuan untuk mengetahui pengaruh strategi metakognisi terhadap kemampuan pemecahan masalah. Penelitian ini merupakan eksperimen semu (quasi experiment) dengan nonequivalent control grup design. Sampel terdiri dari kelas XI MIPA 1 sebagai kelas kontrol dan XI MIPA 2 sebagai kelas eksperimen. Digunakan teknik tes berupa lembar soal uraian untuk memperoleh data kemampuan pemecahan masalah, dan teknik non tes berupa lembar observasi untuk memperoleh data tentang aktivitas belajar. Data kemampuan pemecahan masalah dianalisis dengan metode kuantitatif menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa terdapat pengaruh strategi metakognisi terhadap kemampuan pemecahan masalah siswa. Terdapat peningkatan kemampuan pemecahan masalah pada kelas eksperimen dengan nilai N-Gain sebesar 0,61 (sedang), yang lebih tinggi dibandingkan kelas kontrol. Hasil observasi menunjukkan aktivitas belajar siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol.

show abstract

Studi Investigasi Hubungan Antara Metakognisi, Self-regulasi dan Motivasi Belajar Siswa

Cited by 3 publications

References 4 publications

Pengaruh Self Regulated Learning Berbasis Literasi Digital Terhadap Kecerdasan Emosional Siswa

Pengaruh Self Regulated Learning Berbasis Literasi Digital Terhadap Kecerdasan Emosional Siswa

The relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject

The Strategy of Metacognition to Improve Problem Solving Competency in Kinetic Theory of Gases

Contact Info

Product

Resources

About