PROFIL KESADARAN METAKOGNITIF SISWA SMA DALAM PEMBELAJARAN BIOLOGI

Vanni Destianti Kurnia, - (2024) PROFIL KESADARAN METAKOGNITIF SISWA SMA DALAM PEMBELAJARAN BIOLOGI. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini bertujuan mengetahui profil kesadaran metakognitif siswa dalam pembelajaran Biologi dengan mengukur rata-rata skor dan menganalisis perbedaan berdasarkan tingkat kelas. Penelitian ini menggunakan metode survei. Teknik sampling menggunakan cluster random sampling dengan jumlah sampel sebanyak enam kelas berjumlah total 132 siswa. Kesadaran metakognitif diukur menggunakan MAI (Metacognitive Awareness Inventory) yang dikembangkan oleh Schraw dan Dennison (1994). Analisis data angket menggunakan analisis deskriptif kuantitatif, sedangkan hasil wawancara dianalisis secara deskriptif. Hasil penelitian menunjukkan nilai rata-rata kesadaran metakognitif siswa secara umum adalah 75,11 yang dikategorikan sebagai ‘cukup’. Komponen knowledge about cognition (pengetahuan tentang kognisi) siswa dalam kategori cukup dengan nilai sebesar 73,75, indikator declarative knowledge (pengetahuan deklaratif) memiliki nilai 73,53 (cukup), procedural knowledge (pengetahuan prosedural) 72,88 (cukup), dan conditional knowledge (pengetahuan kondisional) 74,85 (cukup). Komponen regulation of cognition (regulasi kognisi) siswa dalam kategori cukup pula dengan nilai sebesar 75,93, indikator planning (perencanaan) memiliki nilai 75,46 (cukup), information management strategies (strategi mengelola informasi) 72,24 (cukup), comprehension monitoring (pemantauan pemahaman) 76,85 (baik), debugging strategies (strategi perbaikan) 78,91 (baik), dan evaluation (evaluasi) 76,18 (baik). Perbedaan antara siswa kelas X, XI, dan XII tidak menunjukkan adanya banyak perbedaan. Temuan ini memberikan wawasan tentang karakteristik kesadaran metakognitif di tingkat sekolah menengah dan implikasinya terhadap kurikulum serta praktik pengajaran di masa depan. The purpose of this research is to determine the profile of students' metacognitive awareness in Biology learning by measuring average scores and analyzing differences based on grade levels. This research uses a survey method. Sampling techniques involve cluster random sampling with a total of 132 students across six classes. Metacognitive awareness is measured using the MAI (Metacognitive Awareness Inventory) developed by Schraw and Dennison (1994). Data from the questionnaires are analyzed using quantitative descriptive analysis, while interview results are analyzed descriptively. The results indicate that the overall average metacognitive awareness score of students is 75.11, categorized as 'adequate'. The component of knowledge about cognition is in the adequate category with a score of 73.75; the declarative knowledge indicator has a score of 73.53 (adequate), procedural knowledge is 72.88 (adequate), and conditional knowledge is 74.85 (adequate). The component of regulation of cognition is also in the adequate category with a score of 75.93; the planning indicator scores 75.46 (adequate), information management strategies are 72.24 (adequate), comprehension monitoring is 76.85 (good), debugging strategies is 78.91 (good), and evaluation is 76.18 (good). Differences among students in grades X, XI, and XII do not show significant variations. These findings provide insights into the characteristics of metacognitive awareness at the secondary school level and their implications for future curriculum and teaching practices.

Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en&user=EJOqKBcAAAAJ ID SINTA Dosen Pembimbing: Taufik Rahman : 6081100 Kusnadi : 6002975
Uncontrolled Keywords:	Kesadaran metakognitif, Pengetahuan tentang kognisi, Regulasi kognisi, Metacognitive awareness inventory, Pembelajaran biologi Metacognitive awareness, Knowledge about cognition, Cognitive regulation, Metacognitive awareness inventory, Biology learning
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QH Natural history > QH301 Biology
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi
Depositing User:	Vanni Destianti Kurnia
Date Deposited:	10 Sep 2024 15:21
Last Modified:	10 Sep 2024 15:21
URI:	http://repository.upi.edu/id/eprint/123726

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