Siti Nurkhalishah, - (2022) Perbedaan Self-Regulated Learning dan Mental Workload Siswa SMA yang Menerapkan Strategi Retrieval Practice dengan Konvensional Setelah Pembelajaran Klasifikasi Tumbuhan. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pembelajaran di kelas perlu mendukung perkembangan self-regulated learning siswa, tetapi tidak membebani siswa secara berlebihan. Salah satu strategi kognitif yang efektif untuk meningkatkan metakognisi serta kemampuan refleksi diri siswa adalah strategi retrieval practice. Penelitian ini menyelidiki perbedaan self-regulated learning dan mental workload siswa SMA menggunakan strategi retrieval practice dengan konvensional pada materi klasifikasi tumbuhan. Penelitian ini membandingkan self-regulated learning siswa kelas retrieval practice dan kelas konvensional pada saat pretest dan posttest serta membandingkan tingkat mental workload siswa pada tiga waktu yang berbeda selama tiga pekan. Kelas retrieval practice diberikan strategi tambahan di luar jam pembelajaran berupa retrieval practice pada setiap pekan, sedangkan kelas konvensional tidak diberikan strategi tambahan apapun. Hasil penelitian menunjukkan bahwa tidak ada perbedaan self-regulated learning yang signifikan pada pretest dan posttest antar kelas (Hipotesis 1). Namun, terdapat perbedaan tingkat mental workload siswa pada tiga pekan pembelajaran (Hipotesis 2). Selain itu, tidak ditemukan hubungan antara self-regulated learning dan tingkat mental workload siswa pada kedua kelas (Hipotesis 3). Walaupun tidak ditemukan perbedaan self-regulated learning yang signifikan secara statistik pada temuan penelitian ini, siswa di kelas retrieval practice dapat merasakan manfaat strategi retrieval practice yang mengarah pada self-regulated learning, seperti kemampuan metakognisi, regulasi diri, dan motivasi. Selain itu, temuan penelitian berkontribusi atas bukti bahwa strategi retrieval practice dapat menekan tingkat mental workload siswa. Learning in the classroom needs to support the development of students' self-regulated learning but not overload students. One of the most effective cognitive strategies for improving student metacognition and self-reflection is the retrieval practice strategy. This study investigated the differences between high school students’ self-regulated learning and the mental workload using retrieval practice and conventional strategy in plant classification course. This study compared the students' self-regulated learning between the retrieval practice group and the conventional group on the pretest and posttest. Then, we compared the students' mental workload levels at three different times for three weeks. The retrieval practice group received an additional strategy outside of learning hours in the form of retrieval practice every week, while the conventional group didn’t provide any additional strategy. The result showed that there was no significant difference between groups in students' self-regulated learning pretest and post-test. However, there was a significant difference between groups related to students' mental workload levels during the three weeks of learning. Then, there was no relationship between students' self-regulated learning and mental workload levels in both groups. Although no statistically significant difference was found in the findings of this study, students in the retrieval practice group received the benefit of retrieval practice strategies that lead to self-regulated learning, such as metacognitive abilities, self-regulation, and motivation. In addition, our results contribute to the evidence that retrieval practice strategies can reduce student mental workload levels.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | Link Google Scholar Adi Rahmat : https://scholar.google.co.id/citations?user=tDtSlf8AAAAJ&hl=en Sri Anggraeni: https://scholar.google.co.id/citations?user=PPJKYQwAAAAJ&hl=en ID SINTA Dosen Pembimbing Adi Rahmat: 5986402 Sri Anggraeni:6006569 |
| Uncontrolled Keywords: | strategi retrieval practice, self-regulated learning, mental workload siswa, materi klasifikasi tumbuhan |
| Subjects: | L Education > L Education (General) Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | Siti Nurkhalishah |
| Date Deposited: | 05 Sep 2022 07:13 |
| Last Modified: | 05 Sep 2022 07:13 |
| URI: | http://repository.upi.edu/id/eprint/77096 |
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