Validitas perangkat pembelajaran berbasis pbl dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi

Abstract

Tujuan penelitian ini adalah untuk mengetahui karakteristik perangkat pembelajaran berbasis Problem Based Learning (PBL) dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi siswa. Penelitian ini merupakan penelitian deskriptif. Instrumen yang digunakan dalam penelitian ini berupa lembar validasi untuk mengevaluasi produk yang dihasilkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi. Produk yang dihasilkan divalidasi oleh tiga validator ahli dan satu praktisi. Data dianalisis secara deskriptif menggunakan rerata skor yang diberikan validator. Hasil penelitian menunjukkan bahwa produk yang dikembangkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi dinyatakan valid baik secara isi maupun konstruk sehingga dapat disimpulkan bahwa perangkat pembelajaran berbasis PBL dengan pendekatan konflik kognitif valid untuk membelajarkan kemampuan metakognisi.The validity of PBL based learning tools with cognitive conflict approaches to teach metacognition abilitiesAbstractThe purpose of this study was to determine the characteristics of Problem Based Learning (PBL) based learning tools with a cognitive conflict approach to teach students metacognition abilities. This research is descriptive research. The instrument used in this study was a validation sheet to evaluate the resulting products in the form of a syllabus, lesson plans, student activity sheets, and tests of metacognition knowledge. The resulting products were validated by three expert validators and one practitioner. Data were analyzed descriptively using the mean score given by the validator. The results showed that the products developed in the form of syllabus, learning plans, student activity sheets, and metacognition knowledge tests were declared valid both in content and construct, so it can be concluded that PBL-based learning tools with cognitive conflict approaches are valid for teaching metacognition abilities.

Pengembangan Modul Fisika Bermuatan Authentic Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik pada Materi Elastisitas dan Hukum Hooke.

“…Melalui model PBL, peserta didik dapat membangun pengetahuan secara mandiri dan aktif dalam proses pembelajaran, yang pada akhirnya meningkatkan kemampuan belajar. Sebagaimana dikemukakan oleh (Mirawati et al, 2017;A. R. Nur et al, 2020;Siagan et al, 2019;Suriazdin et al, 2015), model PBL dapat melatih keterampilan berpikir dan memecahkan masalah otentik sehingga dapat mencapai ketuntasan belajar siswa.…”

The Effect of Discovery Learning Model on Students' Science Literacy

“…Physics education is a branch of natural science and technology subjects that are essential to be learned at every level of education, covering knowledge, attitudes, and thinking skills through direct interaction with learning resources designed in the learning activities (Lidiana et al, (2018); Nur et al, (2020)). According to Aulia et al (2022), physics learning is a learning process in which students have the choice to directly encounter the material being studied, learn how to connect the knowledge and information they possess in a functional and imaginative way.…”

Gender in Problem Based Learning: Curiosity Analysis, Problem Understanding, and Problem Solving Ability

“…Students are expected to be able to conduct experiments by controlling all the variables involved and observing small changes in their experimental group, recording the necessary data, and analyzing it until they come to a decision that the solution ideas they offer have been tested experimentally with convincing results. (Nur et al, 2020)In PBL, students are also given the opportunity to re-check the problem-solving process when their assumptions differ from the experimental results that have been carried out.…”