The Effect of Metacognitive Ability on Learning Outcomes of Geography Education Students

Setiawan, Faisal Arif; Arisanty, Deasy; Hastuti, Karunia Puji; Rahman, Akhmad Munaya

doi:10.23917/ijolae.v2i2.9257

Cited by 15 publications

(14 citation statements)

References 3 publications

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“…Hasil penelitian ini sejalan dengan hasil penelitian (Wahyuddin, 2016;Sari, 2020;Nirfayanti & S, 2021;Setiawan et al, 2020;Wihasta Jagat Wicaksana et al, 2021) yang menyimpulkan bahwa terdapat hubungan positif dan signifikan metakognisi dengan hasil belajar matematika. Demikian juga temuan (Dewi et al, 2013) menyimpulkan bahwa terdapat pengaruh positif keterampilan metakognisi terhadap keterampilan berkomunikasi siswa.…”

Section: A Pengaruh Metakognisi (Metacognition) Terhadap Hasil Belajarunclassified

Pengaruh Cognitive Skills Terhadap Hasil Belajar Matematika Secara Daring

Wahyuddin

Nur²,

Satriani

2022

jptk

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The covid 19 pandemic that occurred resulted in the learning process being carried out online, but online learning was found to have many obstacles so that in order to make online learning effective, students' cognitive abilities must be optimized. This quantitative study aims to analyze the cognitive skills of students that can influence online mathematics learning outcomes and to describe the cognitive skills variables that have the dominant influence. This research is a quantitative survey research conducted in January-March 2021 involving 155 high school students in Makassar City, consisting of 95 women and 60 men. The research variables consisted of exogenous variables, namely cognitive skills (metacognition, reading comprehension ability, cognitive needs, and intelligence), while the endogenous variables were the results of learning mathematics. The instruments used to measure exogenous variables are questionnaires and intelligence tests that meet the validity and reliability tests. The endogenous variable is learning outcomes obtained from the documentation value of students' mathematics learning outcomes (report scores). The data was processed by descriptive analysis and inferential analysis using structural equation modeling (SEM). The results of the study indicate that metacognition and intelligence have a positive and significant effect on online mathematics learning outcomes, it means that the higher the metacognition and intelligence possessed by students, the student's learning outcomes will increase. Meanwhile, reading comprehension skills and cognitive needs were found to have no significant effect on online mathematics learning outcomes, this means that reading comprehension skills and cognitive needs have not provided sufficient evidence that they can affect online mathematics learning outcomes. The cognitive skills variable that gives the dominant influence on online mathematics learning outcomes is intelligence with a contribution of 19.53%. This shows that intelligence has a great influence on the online learning process of mathematics

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Section: A Pengaruh Metakognisi (Metacognition) Terhadap Hasil Belajarunclassified

Pengaruh Cognitive Skills Terhadap Hasil Belajar Matematika Secara Daring

Wahyuddin

Nur²,

Satriani

2022

jptk

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“…Kebiasaan belajar juga dipengaruhi oleh kemampuan metakognitif siswa. Metakognitif adalah kesadaran siswa dalam belajar, siswa sadar apa yang dibutuhkannya untuk menyambut pembelajaran di sekolah (Setiawan et al, 2020). Semakin banyak aktivitas yang tidak mendukung pembelajaran artinya semakin rendah kemampuan metakognitifnya.…”

Section: ) Faktor Kebiasaan Belajarunclassified

Faktor Kesulitan Belajar Geografi Siswa Sma Negeri di Kota Banjarmasin

Karlina

Arisanty

Adyatma

2021

Publikasi Berkala Pendidikan Ilmu Sosial

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This research is motivated by the difference in the average score of the National Examination on geography subjects at State Senior High Schools in Banjarmasin City in 2018/2019 with successively experiencing the lowest scores with less criteria, namely in SMA Negeri 11 Banjarmasin, SMA Negeri 12 Banjarmasin and SMA Negeri 10 Banjarmasin. This study aims to analyze the internal factors that influence the geography learning difficulties of State Senior High School students in Banjarmasin City, analyze the external factors that influence the geography learning difficulties of State Senior High School students in Banjarmasin City and analyze the dominant factors in influencing the geography learning difficulties of State Senior High School students in Banjarmasin City. This research used a descriptive-quantitative method. The data analysis technique used percentages. The results showed that the percentage of internal factors consisting of health factors (32%), interests (22%), motivation (21%) and study habits (67%), external factors consisting of family factors (40%), school ( 10%) and society (61%) and the most dominant factor influencing the difficulty of learning geography for State Senior High School students in Banjarmasin City is the internal factor, namely study habits (67%).

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“…Entrepreneurship training is measured based on two indicators, namely mentor teaching which includes mastery of the material and the accuracy of guidance and practice that includes designing products and being brave to appear. The advancement of insight is influenced by the improvement of psychological capacities [8].…”

Section: Entrepreneurship Trainingmentioning

confidence: 99%

Contribution of Entrepreneurship Education and Entrepreneurship Training in Entrepreneurship Skills Based on “Ecopreneurship”

Faizah¹,

Muhlisah²,

Norbaiti³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The purpose of this study is to determine the contribution from entrepreneurship education and training in building and developing-based entrepreneurial skills ecopreneurship. The research method used is descriptive analytical associative and correlational. Respondents consisted of 72 people with different educational and occupational backgrounds. The results showed that the influence between the variables "Entrepreneurship Education" on "Entrepreneurial Skills Ecopreneurship" is shown by the regression coefficient Ry1,2,3 = 0.621 with a determination of 38.60% and there is a significant relationship between entrepreneurship education and entrepreneurial skills with a correlation coefficient value. rxy= 0.620 with p <0.01 (very significant). In the variable "Entrepreneurship Training" to "Ecopreneurship Entrepreneurial Skills" is shown by the regression coefficient Ry1.2 = 0.653 with a determination of 42.70% and there is a significant relationship between entrepreneurship education and entrepreneurial skills with a correlation coefficient value rxy= 0.621 with p < 0.01 (very significant). Thus it can be concluded that among entrepreneurship education with entrepreneurship training that has a higher relationship with entrepreneurial skills is entrepreneurship training.

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The Effect of Metacognitive Ability on Learning Outcomes of Geography Education Students

Cited by 15 publications

References 3 publications

Pengaruh Cognitive Skills Terhadap Hasil Belajar Matematika Secara Daring

Pengaruh Cognitive Skills Terhadap Hasil Belajar Matematika Secara Daring

Faktor Kesulitan Belajar Geografi Siswa Sma Negeri di Kota Banjarmasin

Contribution of Entrepreneurship Education and Entrepreneurship Training in Entrepreneurship Skills Based on “Ecopreneurship”

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