PENGARUH PROMPTING METAKOGNISI DALAM PEMBELAJARAN BERBASIS SIMULASI TERHADAP PEMAHAMAN KONSEPTUAL SISWA SMA PADA MATERI USAHA DAN ENERGI

• Main Author: Mega Mutiara Pertiwi, - (Author)
• Format: Book
• Published: 2019-07-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/40125/1/S_FIS_1502094_COVER.pdf; http://repository.upi.edu/40125/2/S_FIS_1502094_BAB%20I.pdf; http://repository.upi.edu/40125/3/S_FIS_1502094_BAB%20II.pdf; http://repository.upi.edu/40125/4/S_FIS_1502094_BAB%20III.pdf; http://repository.upi.edu/40125/5/S_FIS_1502094_BAB%20IV.pdf; http://repository.upi.edu/40125/6/S_FIS_1502094_BAB%20V.pdf; http://repository.upi.edu/40125/7/S_FIS_1502094_Appendix.pdf
• Keywords: LB1603 Secondary Education. High schools; QC Physics

Penelitian ini bertujuan untuk mengetahui keterampilan metakognisi (yang dibangun menggunakan prompting metakognisi) dan pemahaman konseptual, serta korelasi antar keduanya pada materi usaha dan energi dalam pembelajaran berbasis simulasi. Populasi penelitian ini adalah siswa kelas X di salah satu SMA Negeri di kota Bandung dengan sampel sebanyak 30 orang siswa yang dipilih dengan teknik convenience sampling. Metode yang digunakan adalah one-shot case study. Pemahaman konseptual siswa diukur melalui tes pilihan ganda sebanyak 21 butir soal dan dilakukan setiap kali selesai diberi perlakuan selama tiga pertemuan. Hasil yang diperoleh menunjukkan 1) Keterampilan metakognisi siswa selama tiga pertemuan mengalami kecenderungan meningkat. 2) Pemahaman konseptual siswa berada pada kategori "Sedang" dengan rata-rata nilai yang cenderung meningkat dari pertemuan ke-I 58,57, pertemuan ke-II 62,85 dan pertemuan ke-III 72,37. 3) Korelasi keterampilan metakognisi dan pemahaman konseptual memiliki hubungan yang linier dengan kategori "Cukup Kuat" dan koefisien determinasi 25,7% yang menandakan 25,7% variabel pemahaman konseptual dapat dijelaskan oleh variabel keterampilan metakognisi dan 74,3% sisanya dijelaskan oleh variabel lain di luar keterampilan metakognisi.; This study aimed to describe students' metacognitive skills by prompting, conceptual comprehension, and the correlation between both in physics education (work and energy) in simulation-based learning. The population of this study was the tenth grade students in one of the senior high schools in Bandung with a sample of 30 students selected by convenience sampling technique. The method used is a one-shot case study. The students' conceptual comprehension was measured through multiple choice tests as many as 21 items and carried out each time they were given treatment for three encounter. The results obtained showed 1) Students' metacognitive skills during the three encounter had a tendency to increase. 2) Conceptual comprehension of students has an average value that increases from the first and the second encounter with an average of 58.57 and 62.85 which are in the category of "Medium", while in the third encounter are in the category " High "with an average of 72.37. 3) Correlation of metacognitive skills and conceptual comprehension has a relationship that is "Strong enough" with a coefficient of determination of 25.7% which indicates that 25.7% of the conceptual comprehension variables can be explained by the variables of metacognitive skills and 74.3% the rest are explained by other variables outside the skill of metacognition.