Studi Pendahuluan Keterampilan Pemecahan Masalah dan Metakognisi Siswa SMA berbasis UAPAC+SE

Abstract

Metacognition skills such as procedural knowledge, declarative knowledge, conditional knowledge, planning, monitoring, and evaluating are needed to understand problem-solving skills such as controlling and self-evaluation, planning and application, plan analysis, and understanding the problem. This study aims to describe problem-solving skills and student cognition in solving problems in physics subjects of XI IPA students in SMA Negeri 8 Samarinda. The population of the study sample amounted to 116 students grouped based on the results of physics achievement tests as many as 40 questions, divided into three groups, namely: groups of 32 students (28%), middle groups 61 students (53%), and groups under 23 students (20%). The research method used is a descriptive approach to the form of research in the form of case studies. Indicators of problem-solving skills, consisting of understanding the problem, analysis of the problem, planning, application of the plan, controlling & self-evaluation (UAPAC + SE). While metacognition uses the indicator of the Metacognitive Awareness Inventory (MAI). Based on data analysis, it can be concluded that the average problem-solving skills of upper group students (68%) are the high category, middle group students (34%), and lower group students (33%) are low categories. While the average metacognition skills are upper group students (66%) in the high category, middle group students (36%), and lower group students (33%) in the low category.

Pengembangan Model Pembelajaran Physics Metacognition Learning; Pembelajaran Inovatif Di Indonesia

“…Hasil penelitian (Prahani, Nur, & Yuanita, 2016), (Griffin & Care, 2015), dan (Rosen, 2014) menunjukkan bahwa keterampilan pemecahan masalah kolaboratif sangat diperlukan siswa pada tingkat sekolah dan situasi sosial sesungguhnya. Berdasarkan hasil studi awal hasil penelitian (Nasir, Madlazim, & Sanjaya, 2016) menunjukkan bahwa kemampuan pemecahan masalah dan metakognisi siswa di SMA di Samarinda masih rendah.…”

“…Hal tersebut diduga karena belum adanya bahan ajar fisika yang dilengkapi dengan model penyampaian materi dengan lengkap (Nasir et al, 2016). Pembelajaran hanya diarahkan kepada kemampuan siswa untuk menghafal (mnemonic) informasi.…”

“…(Nieveen, McKenny, & Akker, 2007) (Arends, 2012); (Nieveen, McKenny, & Akker, 2007); (Joyce & Weil, 2003). Validitas Konstruk (contruct validity) adalah "the intervention is 'logically' designed" (Nieveen, McKenny, & Akker, 2007 (Nasir, Madlazim, & Sanjaya, 2016) Lembar validasi model pembelajaran digunakan untuk memperoleh data validitas model pembelajaran. Lembar validasi diisi pakar yang menelaah dan menilai model pembelajaran yang dikembangkan oleh peneliti pada saat Focus Group Discussion (FGD).…”

Validity of Computer-Based Electrolyte Fisher Game to Develop Problem-Solving Skill of Students in Electrolyte and Nonelectrolyte Solution

“…This was perfected by Minister of Education and Culture Regulation Number 61 The Year 2014 which stated that one of the competencies needed in the future was to solve complex problems across scientific sectors [9]. Problem-solving skill is a cognitive process in the form of continuous and gradual activities so that require learning efforts and exercises [10]. Paul Eggen and Don Kauchak divided problem-solving skill into of 4 aspects including (1) identify the problem; (2) formulate hypothesis;…”