Arifa Husni, - (2023) PENERAPAN GUIDED INQUIRY BERBASIS PENGETAHUAN METAKOGNITIF TERHADAP PENINGKATAN HIGH ORDER THINKING SKILL DAN PROFIL SELF REGULATION SISWA SMA PADA MATERI USAHA DAN ENERGI. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
High Order Thinking Skill adalah kemampuan yang dimiliki siswa dalam menganalisis, mengevaluasi serta mencipta dalam memecahkan sebuah permasalahan. High Order Thinking Skill dapat dilatihkan melalui pembelajaran dengan pendekatan yang tepat. Salah satunya dengan menerapkan model Guided Inquiry Berbasis Pengetahuan Metakognitif. Penelitian ini bertujuan melihat peningkatan High Order Thinking Skill dengan menerapkan model Guided Inquiry Berbasis Pengetahuan Metakognitif pada pembelajaran usaha dan energi serta melihat profil Self Regulation siswa setelah dilakukannya treatment. Self Regulation sendiri mengacu pada kemampuan siswa untuk mengontrol dan mengendalikan diri sendiri dalam proses pembelajaran. Desain penelitian yang digunakan ialah one group pretest-posttest design. Sampel penelitan berjumlah 63 orang siswa kelas X di salah satu SMA Swasta di kota Bandung. Instrumen pengumpulan data yang digunakan yaitu pretest dan posttest dalam bentuk pilihan ganda beralasan dan kuesioner self regulation. Hasil penelitian menunjukkan bahwa terdapat peningkatan High Order Thinking Skill setelah diterapkan Guided Inquiry Berbasis Pengetahuan Metakognitif sebesar 0,84, dimana nilai N-gain termasuk pada kategori Tinggi. Profil Self regulation siswa berada pada kategori Baik. Dapat disimpulkan model Guided Inquiry Berbasis Pengetahuan Metakognitif dapat meningkatan HOTS siswa dan siswa memiliki Self Regulation yang Baik setelah diterapkannya model pembelajaran ini. High Order Thinking Skill is the ability that students have in analyzing, evaluating and creating in solving a problem. High Order Thinking Skills can be trained through learning with the right approach. One of them is by applying the Metacognitive Knowledge-Based Guided Inquiry model. This study aims to see an increase in High Order Thinking Skills by applying the Metacognitive Knowledge-Based Guided Inquiry model to the learning of effort and energy and see the students' Self Regulation profile after treatment. Self Regulation itself refers to the ability of students to control and control themselves in the learning process. The research design used is one group pretest-posttest design. The research sample amounted to 63 class X students in one of the private high schools in Bandung. The data collection instruments used were pretest and posttest in the form of multiple choice questions and self regulation questionnaire. The results showed that there was an increase in High Order Thinking Skill after applying Guided Inquiry Based on Metacognitive Knowledge of 0.84, where the N-gain value was included in the High category. Students' self-regulation profile is in the Good category. It can be concluded that the Metacognitive Knowledge-Based Guided Inquiry model can increase students' HOTS and students have good Self Regulation after the application of this learning model.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=list_works&hl=id&user=Pxp0GMgAAAAJ ID SINTA Dosen Pembimbing: Hera Novia: 6126827 Heni Rusnayati: 6122990 |
| Uncontrolled Keywords: | Self Regulation, High Order Thinking Skill, Guided Inquiry Berbasis Pengetahuan Metakognitif, Usaha dan Energi Metacognitive Knowledge-Based Guided Inquiry, Effort and Energy. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QC Physics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika > Program Studi Pendidikan Fisika |
| Depositing User: | Arifa Husni |
| Date Deposited: | 23 Nov 2023 04:54 |
| Last Modified: | 23 Nov 2023 04:54 |
| URI: | http://repository.upi.edu/id/eprint/113082 |
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