scholarly journals Aplikasi Keterampilan Metakognitif Dalam Pembelajaran Ekosistem Di MAN Rukoh

2015 ◽  
Vol 1 (1) ◽  
pp. 60
Author(s):  
Eriawati Eriawati
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Cognitive Achievement ◽  
Metacognitive Skills ◽  
Significance Level ◽  
Learning Ecosystem ◽  
Relationship Of ◽  
The Relationship ◽  
Cognitive Learning Outcomes

Penelitian ini berjudul aplikasi keterampilan metakognitif dalam pembelajaran ekosistem di MAN Rukoh, pada hakekatnya penelitian ini tentang keterampilan metakognitif pada siswa di MAN Rukoh, yang bertujuan untuk mengetahui pengaruh keterampilan metakognitif terhadap hasil belajar kognitif siswa kelas X MAN Rukoh serta untuk mengetahui hubungan antara keterampilan metakognitif dengan hasil belajar kognitif siswa kelas X MAN Rukoh. Metode yang digunakan adalah pra-eksperimental dengan jumlah sampel 23 orang siswa. Rata-rata hasil belajar siswa setelah Proses Belajar Mengajar (PBM) 71, rata-rata keterampilan metakognitif siswa adalah 27. Analisis data yang digunakan untuk mengetahui hubungan keterampilan metakognitif dengan hasil belajar adalah uji korelasi product moment pada taraf signifikan 0,05. Korelasi antara keterampilan metakognitif dan hasil belajar kognitif diperoleh rhitung = 0.669, sedangkan rtabel = 0,413, dimana r hitung lebih besar dari pada r tabel yang berarti Ha diterima sedangkan Ho ditolah. Hubungan antara keterampilan metakognitif dengan hasil belajar diperoleh 0,669 yang berarti memiliki hubungan yang cukup diantara kedua variabel tersebut. Kesimpulan dari penelitian ini adalah Keterampilan metakognitif mempengaruhi hasil belajar kognitif siswa kelas X-4 MAN Rukoh, dan ada hubungan positif antara keterampilan metakognitif dengan hasil belajar. Kata Kunci: Aplikasi, Keterampilan Metakognitif dan Pembelajaran Ekosistem The study is entitled the application of metacognitive skills in learning ecosystem in MAN Rukoh. This research has two aims, namelty to determine the effect of metacognitive skills on cognitive learning outcomes of students Class X MAN Rukoh and to investigate the relationship between metacognitive skills and cognitive learning outcomes of students Class X MAN Rukoh. The method used is pre-experimenta. The samples were 23 students. The average of students’ learning outcomes after Teaching and Learning (PBM) was 71, the average of students metacognitive skills was 27. The product moment correlation was used to analyze the data of the relationship of metacognitive skills to learning outcomes at the significance level of 0.05. The correlation between metacognitive skills and cognitive learning outcomes obtained rcounting = 0.669, while rtable = 0.413, where r-count is higher than the r-table meaning while Ha was accepted and Ho was rejected. The relationship between metacognitive skills to the learning outcomes obtained 0.669 which means having a sufficient relationship between the two variables. The conclusion of this study is the metacognitive skills affect cognitive achievement grade 4 X-MAN Rukoh, and there is a positive relationship between metacognitive skills to learning outcomes. Keywords: Application, Metacognitive Skills and Learning Ecosystems

scholarly journals Prediction of Cognitive Learning Performance from Multivariate State-Change Scores

1986 ◽  
Vol 3 (2) ◽  
pp. 17-21 ◽  
Author(s):  
Gregory J. Boyle
Keyword(s):  
Learning Outcomes ◽  
Cognitive Performance ◽  
Mood State ◽  
Cognitive Learning ◽  
Learning Performance ◽  
State Change ◽  
Change Scores ◽  
Relationship Of ◽  
The Relationship ◽  
Cognitive Learning Outcomes

AbstractWhile the role of non-ability intrapersonal variables including personality traits and motivational dynamic factors has been well documented in numerous studies, the relationship of transient states to cognitive performance has been relatively neglected. Boyle (1983b, 1986) demonstrated that emotional states powerfully influence cognitive learning outcomes under conditions of stressful activation. However, under neutral, non-emotive conditions, it remained unclear what role if any was played by mood states in cognitive learning. The failure to employ change measures in these studies may have obscured the likely influence of emotions on cognitive performance in the neutral situation. This study re-examines the relationship of moods with cognitive learning performance using state-change scores rather than single-occasion mood-state scores as the basis for predicting cognitive learning outcomes.

scholarly journals PENERAPAN MAGANG KOGNITIF (COGNITIVE APPRENTICESHIP) UNTUK MENGAJARKAN KETERAMPILAN METAKOGNITIF DAN HASIL BELAJAR KOGNITIF SISWA

2017 ◽  
Vol 2 (2) ◽  
pp. 212
Author(s):  
Dian Anisa Rokhmah Wati ◽  
Tukiran Tukiran ◽  
Muslimin Ibrahim
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Cognitive Learning ◽  
Cognitive Apprenticeship ◽  
Reciprocal Teaching ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Static Group ◽  
Cognitive Learning Outcomes

The main aim of this research are to describe (1) cognitive learning outcomes of students who were taught using the cognitive apprenticeship using reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), and schoenfeld problem solving (SPS) strategies and (2) metacognitive skill level of students who are taught using the cognitive apprenticeship with RT, SB, and SPS strategies. This type of research is experimental research using the static group pretest-posttest design consisting of three classes of experiments with different treatments. Research subjects are students of XI IPA 2 SMA Darul Ulum Unggulan BPPT Jombang by the number of each class of experiments is 22 students. Instruments used are in the form of test and questionnaire. Students' cognitive learning outcomes data obtained will be analyzed with one way ANOVA using SPSS 19 and questionnaire data will be described.The result of data analysis revealed that Ho is rejected and Hi is accepted. It means that there was differences in cognitive learning outcomes of students who were taught using the cognitive apprenticeship with RT, SB, and SPS strategies. Metacognitive skill level of individual students experiencing increased tendency for RT, SB, and SPS class, while the average grade of students' metacognitive skills is in grade 3, developing grade for RT and SB class, while grade of students' metacognitive skills is in grade 4, ok grage for SPS class. It can be concluded that the cognitive apprenticeship learning with SPS strategy can be used to teach metacognitive skills with more scaffolding and advised to use RT and SB strategies for suitable characteristics topic (reading and writing)Tujuan utama penelitian ini adalah untuk mendeskripsikan (1) Hasil belajar kognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), dan schoenfeld problem solving (SPS), (2) Tingkat keterampilan metakognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Jenis penelitian yang dilakukan adalah experimental research menggunakan static group pretest- postest design yang terdiri dari tiga kelas eksperimen dengan perlakuan yang berbeda-beda. Subjek penelitian yaitu siswa kelas XI IPA SMA Darul Ulum 2 Unggulan BPPT Jombang dengan jumlah masing-masing kelas eksperimen adalah 22 siswa. Instrumen yang digunakan berupa soal tes dan angket. Data hasil belajar kognitif siswa yang diperoleh akan dianalisis dengan anava satu jalur menggunakan SPSS 19 dan data angket akan dideskripsikan. Hasil analisis data menunjukkan terdapat perbedaan hasil belajar kognitif siswa yang diajar menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Tingkat keterampilan metakognitif siswa secara individual mengalami kecendrungan meningkat untuk kelas RT, SB, dan SPS, sedangkan secara rata - rata kelas tingkat keterampilan metakognitif siswa berada pada tingkat 3 yaitu tingkat developing untuk kelas RT, dan SB, sedangkan untuk kelas SPS berada pada tingkat 4 yaitu tingkat ok. Disimpulkan bahwa pembelajaran magang kognitif dengan strategi SPS dapat digunakan untuk mengajarkan keterampilan metakognitif, dengan pendampingan yang lebih maksimal dan disarankan untuk menerapkan strategi RT dan SB pada topik yang memiliki karakteristik yang sesuai yaitu membaca dan menulis

scholarly journals Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Kognitif dan Literasi Sains Siswa

2021 ◽  
Vol 6 (1) ◽  
pp. 40-54
Author(s):  
Safnowandi Safnowandi
Keyword(s):  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Learning Model ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Control Group Design ◽  
Contextual Teaching ◽  
Cognitive Learning Outcomes

The objectives of this research are to: 1) determine the effect of the Contextual Teaching and Learning (CTL) learning model on cognitive learning outcomes; and 2) to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' scientific literacy. This type of research is a quasi experiment. The research design of pre-test-post-test non equivalent control group design. The population in this study were all class VII students of SMPN 1 Tanjung North Lombok Regency in the academic year 2017/2018 which consisted of 6 classes. The sampling technique used purposive sampling, in order to obtain class VII 3 as the experimental class and class VII 1 as the control class. The instruments used to collect data were multiple choice questions totaling 20 items to measure student cognitive learning outcomes and essay questions to measure content and the scientific context. Meanwhile, worksheets are used to measure the scientific process. The data analysis technique used two-way ANOVA with a significance level of 0.05% using SPSS 16 for Windows. The results showed that: 1) there was an effect of the application of the Contextual Teaching and Learning (CTL) learning model on cognitive learning outcomes (p <0.05); and 2) there is an effect of the Contextual Teaching and Learning (CTL) learning model on students' scientific literacy (p <0.05).

scholarly journals PENINGKATAN HASIL BELAJAR KOGNITIF MENGGUNAKAN STRATEGI PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA PEMBELAJARAN BIOLOGI DI KABUPATEN DELI SERDANG

2018 ◽  
Vol 1 (2) ◽  
pp. 71
Author(s):  
Anggi Tias Pratama
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Metacognitive Skills ◽  
Biology Learning ◽  
Cognitive Learning Outcomes

Cognitive learning results are one of the skills needed in a learning on the 21st Century in Biology learning. Empowerment of thinking and metacognitive skills needs to be done so that students become independent learners. This PBL strategy in learning is expected to help students to improve the ability of students' cognitive learning outcomes in Biology learning. This study aims to determine the improvement of cognitive learning outcomes of students taught with PBL strategies. The results showed that PBL strategies can improve students' cognitive learning outcomes in different abilities. Improvement of Cognitive Learning Outcomes of students in PBL strategies is 65.52% and conventional is 53.41%.

scholarly journals PERBEDAAN HASIL BELAJAR MATA KULIAH GELOMBANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF BERBASIS INQUIRI MAHASISWA PENDIDIKAN FISIKA.

2014 ◽  
Vol 2 (1) ◽  
pp. 136
Author(s):  
Syifa’ul Gummah ◽  
Sukainil Ahzan
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Physics Education ◽  
Cognitive Learning ◽  
Data Retrieval ◽  
T Test ◽  
Learning Models ◽  
Test Statistic ◽  
Significance Level ◽  
Cognitive Learning Outcomes

This study aims to determine the difference in learning outcomes of 'Wave courses' between groups of students using cooperative learning models based on inquiry and conventional methods. The sample of this research is Student of Physics Education Department in FPMIPA IKIP Mataram class A and B determined by random sampling technique. Data retrieval was performed with tests for cognitive learning outcomes. Research data were taken through pre-test and post-test scores. The research hypothesis was tested by using t test statistic. The results showed that there were differences in students' cognitive learning outcomes between groups of cooperative learning models based on inquiry with conventional learning model expressed by t-test (2.36)> t-table (1.96) at 5% significance level.

scholarly journals Analisis Kesadaran Metakognisi Dan Hasil Belajar Kognitif Mahasiswa Melalui Strategi Review Artikel Ilmiah

2020 ◽  
Vol 13 (1) ◽  
pp. 88
Author(s):  
Rahma Widiantie
Keyword(s):  
Learning Outcomes ◽  
Case Study Research ◽  
Cognitive Learning ◽  
Learning Goals ◽  
Scientific Article ◽  
Conditional Knowledge ◽  
New Information ◽  
The Relationship ◽  
Cognitive Learning Outcomes

Abstrak: Mahasiswa masih kesulitan dalam mengelola informasi baru dan menghubungkannya dengan materi yang telah diterima sebelumnya. Kondisi tersebut terlihat pada hasil belajar kognitif mahasiswa yang masih banyak dalam kategori cukup. Tujuan penelitian ini untuk menganalisis pengaruh strategi review artikel ilmiah terhadap kesadaran metakognisi dan hasil belajar mahasiswa serta menganalisis hubungan kedua variable tersebut. Sampel adalah mahasiswa yang menempuh mata kuliah Endokrinologi dengan desain penelitian one shot case study. Hasil penelitian terdapat peningkatan hasil belajar kognitif mahasiswa yaitu 25,9% kategori sangat baik, 51,9% kategori baik dan 22,2% kategori cukup. Kesadaran metakognisi adalah 79,8% dengan kategori baik dimana nilai tertinggi pada pengetahuan kondisional. Hasil uji statistic multivariant annova adalah pembelajaran menggunakan review artikel ilmiah berpengaruh terhadap kesadaran metakognisi dan hasil belajar kognitif mahasiswa. Hasil uji korelasi menunjukkan bahwa terdapat hubungan positif antara kesadaran metakognisi dengan hasil belajar kognitif dengan nilai korelasi 0,886. Hasil penelitian secara keseluruhan adalah terdapat peningkatan hasil belajar kognitif dan kesadaran metakognisi mahasiswa, terdapat pengaruh yang signifikan pembelajaran menggunakan review artikel ilmiah terhadap kesadaran metakognisi dan hasil belajar kognitif serta terdapat korelasi yang positif antara kedua variable tersebut. metakognisi menekankan pemantauan dan tanggung jawab diri siswa, sehingga siswa dapat mengatur dirinya untuk merencanakan, memantau dan mengevaluasi tujuan pembelajarannya sehinggan dapat meningkatkan hasil belajar kognitifnyaKata- kata kunci: Kesadaran metakognisi; Hasil belajar kognitif; Review artikel ilmiah�Abstract: Students still have difficulty managing new information and relating it to previously received material. This condition can be seen in the cognitive learning outcomes of students who are still in the sufficient category. The purpose of this study was to anlyze the effect of scientific article review strategies on metacognition awareness and student learning outcomes and the relationship between the two variables. The sample was students taking the Endocrinology course with a one-shot case study research design. The results of the study showed an increase in student cognitive learning outcomes, 25.9% very good category, 51.9% good category and 22.2% sufficient category. Metacognition awareness was 79.8% with the good category where the highest score was on conditional knowledge. The result of the Annova multivariant statistical test is that learning using scientific article reviews has an effect on metacognition awareness and cognitive learning outcomes of students. The results of the correlation test showed that there was a positive relationship between metacognition awareness and cognitive learning outcomes with a correlation value of 0.886. The results of the study as a whole are there is an increase in student cognitive learning outcomes and metacognition awareness, there is a significant effect of learning using scientific article reviews on metacognition awareness and cognitive learning outcomes and there is a positive correlation between the two variables. Metacognition emphasizes monitoring and self-responsibility of students, so that students can organize themselves to plan, monitor and evaluate their learning goals so that they can improve their cognitive learning outcomes.Keyword: �Cognitive learning outcomes, Metacognition awareness, Scientific article reviews

scholarly journals PENGARUH MODEL PROJECT BASED LEARNING (PjBL) PADA KONSEP SISTEM KOORDINASI MANUSIA TERHADAP KETERAMPILAN METAKOGNITIF SISWA KELAS XI SMA NEGERI 4 BANJARMASIN

2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Aulia Mahfuzah ◽  
Siti Ramdiah
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Control Group ◽  
Metacognitive Skills ◽  
Design Data ◽  
Control Group Design ◽  
Significance Level ◽  
Average Value

<em>Quality education is needed to support the creation of intelligent people who are able to compete in the era of globalization. However, based on a number of international, national, to regional assessments and facts that are encountered directly in the field, students provide information that student awareness in learning is still lacking. This information shows that the cognitive learning outcomes of students have not been maximized. This study aims to determine the effect of the PjBL model on the metacognitive skills of the XI MIPA grade students of SMA Negeri 4 Banjarmasin. Metacognitive skills can help students develop thinking skills which further influence student learning outcomes. This type of research is a quasi experiment, with a design model known as non equivalent pretest-posttest control group design. Data collection techniques using essay tests. Assessment of metacognitive skills refers to Corebima (2009). The research data were analyzed by one way ANOVA statistical analysis using SPSS version 24 for windows with a significance level of 5%. The results showed the average value of the experimental class students facilitated by the PjBL model by 85.47 and the control class facilitated by conventional learning by 73.41 with Fcount = 17.616 (p = 0.000 &lt;0.05). Thus, it can be concluded that the Project Based Learning model has a significant positive effect on the metacognitive skills of the 11th grade students of Mathematics and Natural Sciences in SMA Negeri 4 Banjarmasin</em>

scholarly journals THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES

2015 ◽  
Vol 14 (4) ◽  
pp. 487-500
Author(s):  
Arsad Bahri ◽  
Aloysius Duran Corebima
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Cognitive Test ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Cognitive Learning Outcomes

The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.

scholarly journals LEARNING PHYSICS THROUGH THE COOPERATIVE MODEL OF THE TYPE OF TAI OBSERVED FROM METACOGNITIVE SKILLS AGAINST COGNITIVE LEARNING OUTCOMES

2018 ◽  
Author(s):  
Muhammad Satriawan
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
First Grade ◽  
Control Group ◽  
Metacognitive Skills ◽  
Learning Models ◽  
Design Data ◽  
Experimental Group ◽  
Cognitive Learning Outcomes

This study aims to determine whether there is: (1) Difference between the learning outcomes of students who taught used the model of TAI type of cooperative learning with students who taught used conventional learning models. (2) Difference between the learning outcomes of students with high metacognitive skills and students who had low metacognitive skills. (3) Interaction between the models of learning with metacognitive skills of learning outcomes. The samples taken 2 classes from 5 classes of the first grade science class at senior high school 5 Mataram that amounted 177 students, which are divided into an experimental group and a control group, the first used of cooperative learning model of the type of TAI and the second group using the conventional model. Data is collected by the tests for cognitive learning outcomes and questionnaire for the metacognitive skills. This experimental study using 2 x 2 factorial design. Data were analyzed using analysis of variance technique (ANAVA) two-way with SPSS 20.0 for windows. The results analysis of data on a significant level of 0.05 shows that: (1) significant values of the used learning models to learning outcomes the results of 0.300 (2) the significant value of metacognitive skills of students to learning outcomes the results of 0.000, (3) significant interaction of learning with the used of models metacognitive skills of 0.674. Conclusion: (1) there was no difference between students cognitive learning outcomes using the model of cooperative learning type of TAI with the conventional learning models, (2) there were differences in learning outcomes between students with high metacognitive skills and metacognitive skills low, (3) there was no interaction between the use of learning models (cooperative type TAI and Conventional) with metacognitive skills (high and low) of the students cognitive learning outcomes.

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