scholarly journals The Relationship between Metacognitive Skills and Cognitive Learning Outcomes through Guided Inquiry Model

2018 ◽  
Author(s):  
Murni Sapta Sari ◽  
Sunarmi Sunarmi ◽  
Amy Tenzer
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Metacognitive Skills ◽  
Guided Inquiry ◽  
The Relationship ◽  
Cognitive Learning Outcomes

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 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 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 Pengembangan Lembar Kerja Siswa Ilmu Pengetahuan Sosial Berbasis Inkuiri Terbimbing untuk Siswa SMP

heritage ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 199-218
Author(s):  
Ina Mahmuda ◽  
Anindya Fajarini
Keyword(s):  
Social Studies ◽  
Research And Development ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Response ◽  
Guided Inquiry ◽  
Research Subjects ◽  
Percentage Score ◽  
Class Viii ◽  
Cognitive Learning Outcomes

Abstract                This research aims to produce a student worksheet social studies guided inquiry-based in class VIII of SMP Negeri 1 Jember. The research method used is research and development (R&D). This research adopted a 4-D development model with three stages namely; define, design, and development. The sample of this research is class VIII-A and class VIII-B. The research subjects consisted of four experts namely; material experts, design experts, linguists, and social studies teachers. Data collection techniques using a questionnaire. Data were analyzed using descriptive analysis techniques. The results of the validation from the expert team are; 1) material experts with a percentage score of 80%; 2) design experts with a percentage score of 82.67%; 3) linguists with a percentage score of 85.3%; 4) Social studies teacher with a percentage score of 82%. Limited test results obtained by students' responses with a percentage of 91%. The results of the field test obtained student responses with a percentage of 83.16%. Based on the validity criteria and student response criteria the effectiveness of the student worksheet social studies guided inquiry-based is valid and suitable to use without revision. The cognitive learning outcomes of 28 students of class VIII-A have completely reached the KKM value, with a percentage of 87.5%. Whereas 4 students of class VIII-A failed to achieve the KKM value, with a percentage of 12.5%. The cognitive learning outcomes of five VIII-B students completely reached the KKM value, with a percentage of 83.3%. While one VIII-B student failed to achieve the KKM value, with a percentage of 16.7%. Based on the classical completeness criteria class VIII A and B have completely reached the KKM value. So, it can be concluded that student worksheet social studies guided inquiry-based is suitable and effectively for used social studies learning at SMP Negeri 1 Jember. Abstrak Penelitian ini betujuan untuk menghasilkan lembar kerja siswa (LKS) ilmu pengetahuan sosial berbasis inkuiri terbimbing pada kelas VIII SMP Negeri 1 Jember. Metode penelitian yang digunakan yaitu Research and Development (R&D). Penelitian ini mengadopsi model pengembangan 4-D dengan tiga tahapan yaitu; define, design, dan development. Sampel dari penelitian ini yaitu kelas VIII A dan kelas VIII B. Subyek penelitian terdiri dari empat ahli, yakni ahli materi, ahli desain, ahli bahasa, dan guru IPS. Teknik pengumpulan data menggunakan angket. Data dianalisis menggunakan teknik analisis deskriptif. Hasil validasi dari tim ahli yaitu; 1) ahli materi dengan prosentase skor 80%; 2) ahli desain dengan prosentase skor 82.67%; 3) ahli bahasa dengan prosentase skor 85,3%; 4) guru IPS dengan prosentase skor 82%. Hasil uji terbatas diperoleh respon siswa dengan prosentase 91%. Hasil uji lapangan diperoleh respon siswa dengan prosentase 83,16%. Berdasarkan kriteria kevalidan dan kriteria respon siswa keefektifan LKS IPS berbasis inkuiri terbimbing dinyatakan valid dan layak digunakan tanpa revisi. Hasil belajar kognitif 28 siswa kelas VIII A tuntas mencapai nilai KKM, dengan prosentase 87,5 %. Sedangkan 4 siswa kelas VIII A gagal mencapai nilai KKM, dengan prosentase 12,5%. Hasil belajar kognitif 5 siswa kelas VIII B tuntas mencapai nilai KKM, dengan prosentase 83,3%. Sedangkan 1 siswa kelas VIII B gagal mencapai nilai KKM, dengan prosentase 16,7%. Berdasarkan kriteria ketuntasan klasikal kelas VIII A dan B telah tuntas mencapai nilai KKM. Jadi, dapat disimpulkan bahwa LKS IPS berbasis inkuiri terbimbing layak dan efektif digunakan untuk pembelajaran IPS SMP Negeri 1 Jember.   Kata Kunci: Lembar Kerja Siswa, Ilmu Pengetahuan Sosial, dan Inkuiri Terbimbing

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 Physics Online Learning during the Covid-19 Pandemic uses a Guided Inquiry Model with Experimental Methods on teamwork Ability and Student Learning Outcomes

2021 ◽  
Vol 7 (3) ◽  
pp. 350
Author(s):  
Ilvi Maulida Nurdiana ◽  
Widha Sunarno ◽  
Daru Wahyuningsih
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Data Collection ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Experimental Methods ◽  
Guided Inquiry ◽  
Cognitive Learning Outcomes

This study aims to determine the level of teamwork in online learning using a guided inquiry model with experimental methods, and the effectiveness of a guided inquiry learning model with experimental methods in online learning on student cognitive learning outcomes. The material used is dynamic fluid. The type of this study was a quasi-experiment with a research design is one group pretest-posttest design. This research was conducted at SMAN 2 Tanggul Jember in October 2020. The research sample used was 36 students of class XI MIPA 1. Data collection techniques are using tests and non-tests. Teamwork data collection techniques use a questionnaire given to students after learning via a google form, while the data on the effectiveness of the guided inquiry model was seen from the students' cognitive learning outcomes obtained from the pre-test and post-test scores. Teamwork data analysis techniques use Microsoft Excel to determine the description of data analysis, while the learning effectiveness data were analyzed using the N-gain test. The results of the data analysis showed that the level of teamwork ability after online learning was carried out using the guided inquiry model with the experimental method was mostly classified as medium and the guided inquiry learning model with the experimental method which is effectively used in online learning on student cognitive learning outcomes with an N-gain score of 0.514

scholarly journals SETS Based Science Teaching Materials with Guided Inquiry Learning Model to Improve Learning Outcomes in Optical Geometry Materials

2020 ◽  
Vol 7 (6) ◽  
pp. 10
Author(s):  
Pandu Prasojo ◽  
Tjipto Prastowo ◽  
Muslimin Ibrahim
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

This study aims to analyze the effectiveness of SETS based science teaching materials with guided inquiry learning model to improve the students' cognitive learning outcomes. This research was conducted by using learning cycles. The teaching materials developed were tested in class VIII MTs Bilingual Muslimat NU Pucang Sidoarjo semester even 2018/2019 academic year with the design of one group pretest-posttest design. Teaching materials developed include: (a) syllabus (b) Lesson Plan, (c) student books, (d) Worksheet, and (e) Learning Outcomes Assessment Sheet. The research parameters measured were the effectiveness of learning materials. The research data was obtained through validation, observation and test methods. The results of the study were analyzed descriptively quantitatively and qualitatively. Science literacy abilities of students are analyzed by n-gain. The results showed that (a) the learning devices developed were categorized as very valid, (b) the learning activities were carried out very well, (c) moderate scientific literacy skills. Based on the results of the analysis and discussion, it was concluded that the science learning device guided inquiry model that was developed valid, practical, and effective was used to increasing students' cognitive learning outcomes.

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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