Gumilar, Sefi Indra (2016) PENGEMBANGAN MODUL MENULIS TEKS DISKUSI BERBASIS STRATEGI METAKOGNITIF UNTUK SISWA SMP KELAS VIII. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini didasari oleh kondisi pembelajaran menulis teks diskusi yang belum optimal. Bahan ajar yang digunakan kurang membantu siswa belajar secara mandiri dan belum menerapkan aspek strategi metakognitif. Tujuan penelitian ini ialah untuk mengembangkan modul menulis teks diskusi berbasis strategi metakognitif yang memenuhi kelayakan untuk digunakan dalam pembelajaran oleh siswa SMP kelas VIII. Penelitian pengembangan ini menggunakan model Dick dan Carey yang dimodifikasi menjadi tahap studi pendahuluan, perancangan, pengembangan, dan evaluasi. Instrumen yang digunakan adalah angket validasi modul dan angket respon siswa. Indikator strategi metakognitif dalam modul merujuk pada cara untuk meningkatkan kesadaran tentang proses berpikir siswa dalam pembelajaran menulis teks diskusi yang mencakup tahap perencanaan, pemantauan, dan evaluasi proses belajar. Modul yang dikembangkan terdiri atas komponen awal, pendahuluan, kegiatan pembelajaran, dan penutup. Kegiatan pembelajaran dalam modul mencakup empat unit materi menulis teks diskusi yang disesuaikan dengan kurikulum 2013. Kelayakan modul didasarkan pada validasi pakar/ahli dan praktisi, uji coba perseorangan, uji coba kelompok kecil, dan uji coba lapangan. Keseluruhan validasi dan uji coba terhadap modul yang dikembangkan menghasilkan nilai 85.38% dengan kategori baik. Berdasarkan hasil tersebut, modul yang dikembangkan telah memenuhi kriteria bahan ajar yang baik untuk digunakan dalam pembelajaran dan memenuhi standar kelayakan berdasarkan aspek kelayakan isi/materi, kelayakan penyajian, tampilan/kegrafisan, kebahasaan, dan penerapan strategi metakognitif. ; The research was based on the condition of learning to write the discussion text is not optimal. Materials used less help students learn independently and have yet to implement the strategy aspect of metacognition. The purpose of this research is to develop a module to write discussion text based metacognition strategy which meet eligibility for use in learning by students of class VIII Junior High School. Research on the development model of the Dick and Carey uses a modified into a stage of preliminary study, design, development, and evaluation. The instruments used are question form validation modules and student response now. Metacognition strategy in the module indicator refers to the way to raise awareness students about the thought process in learning to write the discussion text that covers stage of planning, monitoring, and evaluation of the learning process. The module was developed consisting of the initial components, introduction, learning activities, and cover. Learning activities in the module includes four units of material a customized discussion writing text to the curriculum of 2013. Eligibility is based on the module validation specialists/experts and practitioners, the trials of individuals, small groups, testing and field trials. The overall validation and testing against the modules developed produce 85.38% value by category either. Based on those results, the module has been developed that meets the criteria of a good learning materials for use in learning and meet the standards of eligibility based on aspects of the feasibility of the content/material, the appropriateness of the presentation, display, linguistic, and the application of metacognition strategies.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | T IND GUM p-2016 ; Vismala S. Damayanti, E. Kosasih. |
| Uncontrolled Keywords: | modul, metakognitif, teks diskusi, module, metacognition, discussion text. |
| Subjects: | L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > P Philology. Linguistics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Bahasa Indonesia S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 10 Jul 2017 08:55 |
| Last Modified: | 10 Jul 2017 08:55 |
| URI: | http://repository.upi.edu/id/eprint/23549 |
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