PENGGUNAAN METACOGNITIVE SELF-REGULATION UNTUK MENINGKATKAN PENGUASAAN KONSEP SISWA SMA PADA PEMBELAJARAN SISTEM INDRA MANUSIA

• Main Author: Febriyani, Rima (Author)
• Format: Book
• Published: 2017-08-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian mengenai penggunaan metacognitive self-regulation ini bertujuan untuk mengungkap pengaruh dari penggunaan Metacognitive Self-Regulation terhadap peningkatan penguasaan konsep siswa SMA pada pembelajaran sistem indra. Metode yang digunakan adalah Quasi-Experimental Design dengan jenis Non-equivalent Control Group Design. Siswa yang terlibat dalam penelitian ini berjumlah 63 orang siswa kelas XI SMA yang terbagi menjadi 33 siswa kelas MSR dan 30 siswa kelas non MSR. pengumpulan data dilakukan melalui tes penguasaan konsep, kuesioner MSR dan lembar kerja siswa. siswa melakukan pembelajaran sistem indra manusia dengan mengintegrasikan Metacognitive Self-Regulation ke dalam model pembelajaran Guided Inquiry. Hasil penelitian menunjukkan bahwa siswa dapat menggunakan MSR dengan peningkatan skor pada tingkat rendah (g=0,25). Pada pengetahuan awal yang sama, penguasaan skor kelas MSR (g=0,41) mengungguli kelas non MSR (g=0,23) secara signifikan. Pengaruh Metacognitive Self-Regulation terhadap penguasaan konsep tinggi.------------------ Using metacognitive self-regulation in this research aims to assess the effect of express the effect of applying metacognitive self-regulation on improving high school students' conceptual mastery on the learning of human sensory system. Research method which used is Quasi-experiment design type Non-equivalent control group design. Total of 63 students of class XI Senior High School as involved in the study. Gathering the data carried through concept mastery test, MSR questionnaire, and student worksheets. Students do learning the human sense system with Guided Inquiry models integrated metacognitive self-regulation. The result show that students can use MSR with a score increase at low level (g=0,25). With the same primary knowledge, conseptual mastery of MSR class (g=0,41) was significantly outperformed non MSR class (g=0,23). The effect of metacognitive self-regulation on concept mastery is at high level.

Item Description

http://repository.upi.edu/31562/1/S_BIO_1305309_Title.pdf
http://repository.upi.edu/31562/2/S_BIO_1305309_Abstract.pdf
http://repository.upi.edu/31562/3/S_BIO_1305309_Table_of_content.pdf
http://repository.upi.edu/31562/4/S_BIO_1305309_Chapter1.pdf
http://repository.upi.edu/31562/5/S_BIO_1305309_Chapter2.pdf
http://repository.upi.edu/31562/8/S_BIO_1305309_Chapter3.pdf
http://repository.upi.edu/31562/7/S_BIO_1305309_Chapter4.pdf
http://repository.upi.edu/31562/6/S_BIO_1305309_Chapter5.pdf
http://repository.upi.edu/31562/9/S_BIO_1305309_Bibliography.pdf
http://repository.upi.edu/31562/10/S_BIO_1305309_Appendix.pdf