PENERAPAN RETENTION-BASED LEARNING TERHADAP PENGUASAAN KONSEP DAN KEMAMPUAN METAKOGNITIF SISWA SMA DALAM PEMBELAJARAN SISTEM REPRODUKSI

    Shafa Sabila Fasya, - and Adi Rahmat, - and Amprasto, - (2025) PENERAPAN RETENTION-BASED LEARNING TERHADAP PENGUASAAN KONSEP DAN KEMAMPUAN METAKOGNITIF SISWA SMA DALAM PEMBELAJARAN SISTEM REPRODUKSI. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Retention-Based Learning merupakan pendekatan pembelajaran yang dirancang untuk memperkuat retensi informasi dalam memori jangka panjang melalui pengulangan, penguatan konsep, dan keterlibatan aktif siswa. Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan Retention-Based Learning terhadap penguasaan konsep dan kemampuan metakognitif siswa pada materi sistem reproduksi. Metode yang digunakan adalah quasi experiment dengan desain post-test only control group, melibatkan 52 siswa kelas XI yang terbagi menjadi kelas eksperimen (27 siswa) dan kelas kontrol (25 siswa). Instrumen penelitian berupa tes pilihan ganda untuk mengukur penguasaan konsep, serta kuesioner MSAS dan esai terbuka untuk menilai kemampuan metakognitif. Hasil analisis menunjukkan bahwa terdapat perbedaan signifikan dalam penguasaan konsep antara kelas eksperimen dan kontrol (p < 0,05) dengan nilai effect size sebesar 1,90 yang menunjukkan pengaruh besar. Sebaliknya, hasil uji terhadap kemampuan metakognitif menunjukkan nilai signifikansi sebesar 0,306 (p > 0,05), yang berarti tidak terdapat perbedaan signifikan antara kedua kelas. Dengan demikian, pendekatan Retention-Based Learning berpengaruh terhadap penguasaan konsep, namun belum menunjukkan pengaruh yang signifikan terhadap kemampuan metakognitif siswa. Retention-Based Learning is an instructional approach designed to strengthen long-term memory retention through repetition, concept reinforcement, and active student engagement. This study aims to determine the effect of the Retention-Based Learning approach on students’ conceptual understanding and metacognitive ability in the topic of the human reproductive system. A quasi-experimental method with a post-test only control group design was used, involving 52 eleventh-grade students divided into an experimental class (27 students) and a control class (25 students). Research instruments included multiple-choice tests to assess conceptual understanding, as well as the MSAS questionnaire and open-ended essays to measure metacognitive ability. The results showed a significant difference in conceptual understanding between the two groups (p < 0.05), with an effect size of 1.90 indicating a strong impact. In contrast, the statistical analysis of metacognitive ability yielded a significance value of 0.306 (p > 0.05), indicating no significant difference between the groups. These findings suggest that Retention-Based Learning is effective in improving students’ conceptual understanding but does not have a statistically significant impact on their metacognitive ability.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S1)
    Additional Information: ID SINTA Dosen Pembimbing: Adi Rahmat: 5986402 Amprasto: 5988635
    Uncontrolled Keywords: Retensi, Retention-Based Learning, Penguasaan Konsep, Kemampuan Metakognitif, Sistem Reproduksi Retention, Retention-Based Learning, Conceptual Understanding, Metacognitive Ability, Reproductive System
    Subjects: L Education > LB Theory and practice of education
    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 > Program Studi Biologi - S1 > Program Studi Pendidikan Biologi
    Depositing User: Shafa Sabila Fasya
    Date Deposited: 29 Jul 2025 07:15
    Last Modified: 29 Jul 2025 07:15
    URI: http://repository.upi.edu/id/eprint/134837

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