KEMAMPUAN METAKOGNISI DAN HUBUNGANNYA DENGAN HASIL BELAJAR MAHASISWA MATA KULIAH FISIKA KUANTUM MATERI SIFAT PARTIKEL DARI GELOMBANG

  • MUKTAR B. PANJAITAN UNIVERSITAS HKBP NOMMENSEN
  • ANDRIONO MANALU UNIVERSITAS HKBP NOMMENSEN
  • RAYI D. M. SINAGA UNIVERSITAS HKBP NOMMENSEN
Keywords: Metacognition Knowledge, Metacognition Awareness, Learning Outcomes

Abstract

The purpose of this research is to determine and describe metacognition knowledge, metacognition awareness and student
learning outcomes in modern physics subject matter of particle properties from waves, odd semester of 2019/2020 school
year. Determination of the sample using the Simple Random Sampling technique. Data collection was carried out using
written tests in the form of a description to measure metacognition knowledge and awareness questionnaires using the
Metacognition Awareness Inventory (MAI). Learning that is carried out with stages of representation, analogy, giving
examples and reflection can improve student learning outcomes with an average n-gain of 0.63. The t-test results showed
that there was a significant difference between the pretest and posttest scores (sig. = 0,000). Correlation test shows a
positive relationship with r = 0.40 between declarative metacognitive knowledge and learning outcomes. The correlation
between procedural metacognitive knowledge and learning outcomes is 0.44. While the relationship between conditional
metacognitive knowledge and learning outcomes is 0.37. The relationship between MAI with learning outcomes of 0, 34.
Lecturers can use learning with the stages of presentation, analogy, examples of solutions and reflection in an effort to
improve learning outcomes and pay attention to students' knowledge and awareness of metacognition.

References

Ainsworth. (2006). The Educational Value of Multiple-Representation When Learning Complex Scientific Concepts. In
(Gilbert, J.K., Reiner, M., Nakhleh, M. Eds) Visualisation: Theory and practice in science education. U.K., Springer.
Chiu, M.H & Lin, L. W. (2005). Promoting Fourth Graders Conceptual Change of Their Understanding of Electric Current
via Multiple Analogies. Journal of Research in Science Teaching.
Chong, C.M. (2009). Is reflective Practice a useful Task for Student Nurses? Asian Nursing rearch, vol 3 No. 3.
Fraenkel, J.R. and Wallen, N.E. (2003). How to Design and Evalution research in education . 5th end. McGraw-Hill
Companies. Boston.
Gidman, J. (2001). An exploration of students’perception soft clinical learning. Occasional paper .Pro fDev J .5:15–18.
Glynn, S.M. (1995). Conceptual Bridges: Using Analogies to explain Scientitic Concept. Journal of the Science Teacher.
62, (9).
Hake, R, R. (1999).Analyzing Change/Gain Scores.AREA-D American Education Research Association’s Devision.D,
Measurement and Reasearch Methodology.
Kaberman, Z, & Dori, Y, J (2000). Question Posing, Inquiry, and Modelling Skills or Chemistry Students in the Case-Based
Cumputerized Laboratory Environment, International Journal of Science and Mathematics Education, Natinal Science, Taiwan
2008.
Kipnis, M. dan Hofstein, A. (2007). “The Inquiry Laboratory as A Source for Development of Metacognitive Skills”.
International Journal of Science and Mathematics Educations. 5(2), 169-187.
Lai, E. R. (2011). Critical Thinking: A Literatur Review. Pearson. [online] tersedia:
http://www.pearsonassessments.com.
Muldner K. (2010). Scaffolding meta-Cognitive Skills for Effective Analogical problem Solving via Tailored Example.
International Journal of Artificial Intellingence in education 20(2010) 99-136 .
Ormrod, J. E. (2009). Psikologi Pendidikan. Jakarta : Erlangga.
Olive, J.M. (2005). What Professional Knowledge Shoal We as Physics Teacher Have about Use of Analogies? Journal
Physics Teacher Education. 3, (1).
Permendikbud. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 24 Tahun 2016
Tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran Pada Kurikulum 2013 Pada Pendidikan Dasar dan
Pendidikan Menengah.
Podelefsky, N.S. (2008). Analogical Scaffolding: Making Meaning in Physics through Representation and Analogu. Thesis
in partial fulfillment of the requirement for the degree ofDoctor of Philosophy. Departement of Physics Universityof Northern
Iowa.
Ringenberg, M.&VanLehn,K. (2006).Scaffolding Problem Solving with annotated, worked-out examples to Promote Deep
Learning. In Proceedings of the 8th International Conferenceon Intelligent Tutoring Systems (ITS’06).
Schraw, G and Dennison , R.S. (1994). Assesing Metacognitive Awareness. Contemporary Educational Psychology 19, 460-
475.
Rompayom, P., Tambunchong, C., Wongyounoi, S. &Dechsri, P. (2010). The development of metacognitive inventory to
measure students’ metacognitive knowledge related to chemical bonding conceptions. Paper presented at International
Association for Educational Assessment (pp. 1-7).Thailand: IAEA Thailand.
Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4):351-371. Schraw, G.,
Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader
perspective on learning. Research in Science Education.36(-):111-139.
Schraw, G., Olafson, L., Weibel, M., and Sewing, D. (2012). Metacognitive Knowledge and Field-based Science Learning in
an Outdoor Environmental Education Program.InA.Zohar andY.J.Dori(Eds.),Metacognition in Science Education, Trends in
Current Research,Contemporary Trends and Issues in Science Education. (pp. 57-77).New York: Springer.
Tanner, Kimberly. (2012). Promoting Student Metacognition. CBE: Life Sciences Education, 11, 113-120. Dari:
https://www.ncbi.nlm.nih.gov/pmc/articles /PMC 3366894/pdf/113.pdf.
Treagust D.F, Duit R. & Joslin P. (1992). Science teachers use of analogies: Obsorvation classroom practice. INT.J. SCI.
EDUC. Vol.14, No.4, pp. 413– 422.
Veenman, M.V.J. (2012). Metacognition in science education: definitions consituents, and their intricate relation with
cognition. In A. Zohar & Y. J. Dori (Eds.), Metacognition in science education(pp. 21-36). London: Springer.
Wasis. (2016). Higher Order Thinking Skills (HOTS): Konsep Dan Implementasinya. Prosiding Seminar Nasional PKPSM. 12
Maret 2016. Mataram, Indonesia. Hal xiv-xviii.
Wilson, J & David, C “Toward the Modelling of Mathematical Metacognition”, Mathematics Education Research Journal,
University of Melbourne, (Vol. 16 , No 2, 2004).
Woolfolk, A. (2009). Educational Psychology :Bagian Kedua Edisi Kesepuluh. Yogyakarta: Pustaka Pelajar.
Published
2020-05-12