Metacognition Analysis of 7th Grade Students Junior High School After Applying Li-Pro-GP Learning Design

Authors

Yuni Pantiwati , Endrik Nurrohman , Ribut Suprihatin , Tasya Novian Indah Sari

DOI:

10.29303/jppipa.v9i1.2505

Published:

2023-01-31

Issue:

Vol. 9 No. 1 (2023): January

Keywords:

Learning Model, Li-Pro-GP, Metacognitive Awareness Inventory, Science Literacy, Strengthening Character Education

Research Articles

Downloads

How to Cite

Pantiwati, Y., Nurrohman, E., Suprihatin, R. ., & Sari, T. N. I. . (2023). Metacognition Analysis of 7th Grade Students Junior High School After Applying Li-Pro-GP Learning Design. Jurnal Penelitian Pendidikan IPA, 9(1), 488–494. https://doi.org/10.29303/jppipa.v9i1.2505

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Students' metacognitive abilities develop from the knowledge they have and the management of that knowledge. Knowledge management will lead to students' strategies and skills in solving problems and higher-order thinking skills. The students' metacognitive skills play a major role in activities involving cognitive abilities such as understanding, communicating, paying attention, remembering, and solving problems. This research was aimed to find out the metacognitive skill of 7th grade students of Junior High School 23 Malang after applying Li-Pro-GP (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) Learning Design. This is a descriptive qualitative research. It takes time from August to October 2021. This research was carried out at Junior High School 23 Malang. The population were 7th grade students and the sample were students of class VII.2 and VII.4. The research procedures included; 1) compiling MAI questionnaires to measure metacognitive ability in the form of short questions using likert scale (1-4), 2) giving students an instrument via Google Form before and after giving the Li-Pro-GP learning model. The instrument used to collect data was MAI (Metacognitive Awareness Inventory) from Schraw and Dennison. The method used to collect data is giving questionnaires to students. Data analysis technique was using Independent T test. The results of this study indicated that students' metacognitive abilities increased after the implementation of Li-Pro-GP learning model (sig 0.000 < 0.05). Apart from the research results obtained, further research can apply Li-Pro-GP model to teach other materials.

References

Abdullah, R., & Soemantri, D. (2018). Validasi metacognitive awareness inventory pada pendidikan dokter tahap akademik. Jurnal EJKI, 6(1), 15–23. https://doi.org/10.23886/ejki.6.8621.1

Adinugraha, F. (2018). Model pembelajaran berbasis proyek pada mata kuliah media pembelajaran. Jurnal Susunan Artikel Pendidikan, 3(1), 1–9. http://dx.doi.org/10.30998/sap.v3i1.2728

Anggo, M. (2011). Pemecahan masalah matematika kontekstual untuk meningkatkan kemampuan metakognisi siswa. Edumatika, 1(2), 35–42. Retrieved from https://online-journal.unja.ac.id/index.php/edumatica/article/view/182

Anita, I. W. (2017). Implementasi pembelajaran berbasis proyek untuk menumbuhkan kemampuan berpikir kreatif matematis mahasiswa. Jurnal Penelitian Dan Pembelajaran Matematika, 10(1), 125–131. https://doi.org/10.30870/jppm.v10i1.1287

Asy’ari, M., Ikhsan, M., & Muhali. (2018). Validitas instrumen karakterisasi kemampuan metakognisi mahasiswa calon guru fisika. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 6(1), 18–26. https://doi.org/10.33394/j-ps.v6i1.955

Chasovy, A., & Asrizal. (2019). The influence of integrated science worksheets containing scientific literacy on the theme of our digestive health in a scientific approach to the learning outcomes of eighth grade students of SMPN 25 Padang. Pillar of Physics Education, 12(1), 177–184. https://doi.org/10.24036/5033171074

Desimah, Rafiuddin, & Dali, A. (2019). Penerapan model pembelajaran project based learning untuk meningkatkan literasi sains kimia siswa Kelas XI pada materi pokok koloid. Jurnal Pendidikan Kimia FKIP Universitas HaluOleo, 4(3), 191–200. Retrieved from http://ojs.uho.ac.id/index.php/jpkim/index

Fajar, N., & Putri, S. K. (2020). Pengaruh penerapan service learning berbasis flipped classroom terhadap kesadaran metakognitif dan literasi sains siswa. BIOEDUSAINS, 3(2), 75–84. https://doi.org/10.31539/bioedusains.v3i2.1584

Hamsia, W. (2022). Inovasi Pendidikan dan Pembelajaran Abad 21 serta Biodiversitas Indonesia (N. Veronica (ed.)). UM Surabaya Publishing. Retrieved from https://books.google.co.id/books?id=2LJmEAAAQBAJ&hl=id&source=gbs_navlinks_s

Izzati, L. R., & Mahmudi, A. (2018). The influence of metacognition in mathematical problem solving. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742 6596/1097/1/012107

Kemendikbud. (2016). Permendikbud no. 20 tahun 2016 tentang standar kompetensi lulusan pendidikan dasar dan menengah. In Menteri Pendidikan dan Kebudayaan Republik Indonesia. Retrieved from https://jdih.kemdikbud.go.id/arsip/Salinan Permendikbud Nomor 20 Tahun 2016.pdf

Khalamah, N. (2017). Penguatan pendidikan karakter di madrasah. Kependidikan, 5(2), 200–215. https://doi.org/10.24090/jk.v5i2.2109

Komara, E. (2018). Penguatan Pendidikan Karakter dan Pembelajaran Abad 21. SIPATAHOENAN: South-East Asian Journal for Youth, Sports & Health Education, 4(1), 17–26. Retrieved from https://journals.mindamas.com/index.php/sipatahoenan/article/view/991

Mulhayatiah, D. (2015). Penerapan model pembelajaran berbasis proyek untuk meningkatkan kemampuan berpikir kreatif mahasiswa. Edusains, 6(1), 17–22. https://doi.org/10.15408/es.v6i1.1096

Nurfitriyanti, M. (2016). Model pembelajaran project based learning terhadap kemampuan pemecahan masalah matematika. Jurnal Formatif, 6(2), 149–160. https://doi.org/ 10.30998/formatif.v6i2.950

Nurhayati, Haryoto, A., & Hamdani. (2017). Kemampuan metakognisi siswa dalam pemecahan masalah pada materi datar di kelas VII SMP. Jurnal Pendidikan Dan Pembelajaran, 6(3), 1–13. https://doi.org/10.26418/jppk.v6i3.19276

Panggayuh, V. (2017). Pengaruh kemampuan metakognitif terhadap prestasi akademik mahasiswa pada mata kuliah pemrograman dasar. JIPI (Jurnal Ilmiah Penelitian Dan Pembelajaran Informatika), 02(1), 20–25. https://doi.org/10.29100/jipi.v2i1.228

Pantiwati, Y., Kusniarti, T., Permana, F. H., Nurrohman, E., & Sari, T. N. I. (2022). The effects of the blended project-based literacy that integrates school literacy movement strengthening character education learning model on metacognitive skills, critical thinking, and opinion expression. European Journal of Educational Research, 12(1), 145–158. https://doi.org/10.12973/eu-jer.12.1.145

Pantiwati, Y., Permana, F. H., Kusniarti, T., & Sari, T. N. I. (2020). Model pembelajaran Li-Pro-GP (literasi berbasis proyek terintegrasi GLS dan PPK). Simposium Nasional Mulitidisiplin, 2(1), 79–84. Retrieved from https://jurnal.umt.ac.id/index.php/senamu/article/view/3593

Rahmawati, Y., & Haryani, S. (2015). Penerapan model pembelajaran berbasis proyek untuk meningkatkan keterampilan metakognitif. Jurnal Inovasi Pendidikan Kimia, 9(2), 1596–1606. https://doi.org/10.15294/jipk.v9i2.4827

Rizkiani, A., & Septian, A. (2019). Kemampuan metakognitif siswa SMP dalam pembelajaran matematika dengan menggunakan pendekatan realistic Mathematics Education (RME). UNION: Jurnal Ilmiah Pendidikan Matematika, 7(2), 275–284. https://doi.org/10.30738/union.v7i2.4557

Rumahlatu, D., & Sangur, K. (2019). The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students. Journal of Education and Learning, 13(1), 104–110. https://doi.org/10.11591/edulearn.v13i1.11189

Sari, T. N. I., Pantiwati, Y., Fendy Hardian Permana, & Yanto, A. R. (2021). Penerapan model pembelajaran Li-Pro-GP untuk meningkatkan kemampuan kognitif dan menyampaikan pendapat siswa SMP. Seminar Nasional VI Prodi Pendidikan Biologi, 186–194. Retrieved from http://research-report.umm.ac.id/index.php/psnpb/article/view/4749

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033

Setiawan, B., & Dores, O. J. (2019). Peran keterampilan metakognisi terhadap peningkatan kemampuan literasi matematis mahasiswa. Seminar Nasional Pendidikan MIPA Dan Teknologi II, 1(1), 350–360. Retrieved from https://journal.ikippgriptk.ac.id/index.php/snpmt2/article/view/1469

Sophianingtyas, F., & Sugiarto, B. (2013). Identifikasi level metakognitif dalam memecahkan masalah materi perhitungan kimia. UNESA Journal of Chemical Education, 2(1), 21–27. Retrieved from https://jurnalmahasiswa.unesa.ac.id/index.php/journal-of-chemical-education/article/view/1111

Sugiharto, B., Corebima, A. D., Susilo, H., & Ibrohim. (2018). A comparison of types of knowledge of cognition of preservice biology teachers. Asia-Pacific Forum on Science Learning and Teaching, 19(1), 1–16. Retrieved from https://www.proquest.com/scholarly-journals/comparison-types-knowledge-cognition-preservice/docview/2162711653/se-2

Sukowati, D., & Rusilowati, A. (2016). Analisis kemampuan literasi sains dan metakogntif peserta didik. Physics Communication, 1(1), 16–22. https://doi.org/10.15294/physcomm.v1i1.8961

Sumampouw, H. M. (2011). Keterampilan metakognitif dan berpikir tingkat tinggi dalam pembelajaran genetika (artikulasi konsep dan verifikasi empiris). Bioedukasi, 4(2), 23–39. https://doi.org/10.20961/bioedukasi-uns.v4i2.2632

Suryaningtyas, S., & Setyaningrum, W. (2020). Analisis kemampuan metakognitif siswa SMA kelas XI program IPA dalam pemecahan masalah matematika. Jurnal Riset Pendidikan Matematika, 7(1), 74–87. https://doi.org/10.21831/jrpm.v7i1.16049

Taasoobshirazi, G., & Farley, J. (2013). Construct Validation of the Physics Metacognition Inventory. International Journal of Science Education, 35(3), 447–459. https://doi.org/10.1080/09500693.2012.750433

Tohir, M. (2019). Hasil PISA Indonesia Tahun 2018 Turun Dibanding Tahun 2015. Universitas Ibrahimy. 1-2. Retrieved from https://matematohir.wordpress.com/2019/12/03/hasil-pisa-indonesia-tahun-2018-turun-dibanding-tahun-2015/

Wardana, R. W., Prihatini, A., & Hidayat, M. (2020). Identifikasi kesadaran metakognitif peserta didik dalam pembelajaran fisika. PENDIPA Journal of Science Education, 5(1), 1–9. https://doi.org/10.33369/pendipa.5.1.1-9

Zekri, Z., Ganefri, G., & Anwar, M. (2020). Pengembangan modul pembelajaran berbasis proyek pada mata pelajaran simulasi dan komunikasi digital SMK. Pedagogi: Jurnal Ilmu Pendidikan, 20(1), 33–42. Retrieved from http://pedagogi.ppj.unp.ac.id/index.php/pedagogi/article/view/827

Zoupidis, A., Pnevmatikos, D., Spyrtou, A., & Kariotoglou, P. (2016). The impact of procedural and epistemological knowledge on conceptual understanding: the case of density and floating–sinking phenomena. Instructional Science, 44(4), 315–334. https://doi.org/10.1007/s11251-016-9375-z

Author Biographies

Yuni Pantiwati, Universitas Muhammadiyah Malang

Endrik Nurrohman, Universitas Muhammadiyah Malang

Pendidikan Biologi

Ribut Suprihatin, SMPN 23 Malang

SMPN 23 Malang

Tasya Novian Indah Sari, Universitas Negeri Yogyakarta

Pendidikan Biologi

License

Copyright (c) 2023 Yuni Pantiwati, Endrik Nurrohman, Ribut Suprihatin, Tasya Novian Indah Sari

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).