Analisis Keterampilan Metakognitif Peserta Didik Menggunakan Model Inkuiri Terbimbing pada Materi Laju Reaksi Berbasis Pembelajaran Daring

Authors

  • Rizza Danila Universitas Negeri Surabaya, Indonesia
  • Rudiana Agustini Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya, Indonesia

DOI:

https://doi.org/10.33394/jk.v7i3.3487

Keywords:

Metacognitive Skills, Guided Inquiry, Reaction Rate, Online Learning.

Abstract

This study aims to analyze students' metacognitive skills using guided Inquiry models of reaction rate material based on online learning. The research subjects were students of 2nd grade IPA 2 SMAN 1 Driyorejo in the academic year 2020/2021 totaling 33 students. The study used a quantitative descriptive method with One-Group Pretest-Posttest Design and techniques of data collections used test and questionnaire. The data analysis techniques used in this research was descriptive statistical analysis and inferential analysis. The results of this study showed an increase in the metacognitive skills of students using the guided Inquiry model on the reaction rate material based on online learning which could be seen from the results of the posttest scores being better than the pretest with the n-gain value of planning skills of 0.63 in medium category; n-gain of monitoring skills of 0.92 in high category; n-gain of evaluating skills of 0.65 in medium category. Based on inferential analysis using the Wilcoxon signed ranks test, it showed the significance of the indicators planning skill, monitoring skills, and evaluating skills with a value of 0,000 which 0,000 <0.05, means that the hypothesis is accepted. This indicated that learning using guided inquiry model had a significant effect on students’s metacognitive skills in the reaction rate material based on online learning.

References

Abdullah, R., & Soemantri, D. (2018). Validation of Metacognitive Awareness Inventory in Academic Stage of Undergraduate Medical Education. EJournal Kedokteran Indonesia, 6(1), 15–23. https://doi.org/10.23886/ejki.6.8621.

Adita, E. R., & Azizah, U. (2012). Model-Model Pembelajaran geografi. UNESA Journal of Chemical Education, 5(1), 143–151.

Aliyah, H., & Sugiarto, B. (2016). Keterampilan Metakognitif Siswa Dalam Memecahan Permasalahan Kimia Materi Pokok Laju Reaksi Pada Domain Mengevaluasi. Unesa Journal of Chemical Education, 5(2), 212–222.

Andini, L., & Azizah, U. (2021). Analisis Korelasi Keterampilan Metakognitif dan Minat Belajar terhadap Hasil Belajar Siswa pada Materi Kesetimbangan Kimia. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 7(2), 472-480. doi:https://doi.org/10.33394/jk.v7i2.3327

Aprilia, F., & Sugiarto, B. (2013). Keterampilan Metakognitif Siswa Melalui Penerapan Model Pembelajaran Inkuiri Terbimbing Pada Materi Hidrolis Garam. Unesa Journal of Chemical Education, 2(3), 36–41.

Azizah, U., & Nasrudin, H. (2018). Empowerment of Metacognitive Skills through Development of Instructional Materials on the Topic of Hydrolysis and Buffer Solutions. Journal of Physics: Conference Series, 953(1). https://doi.org/10.1088/1742-6596/953/1/012199

Baten, E., Praet, M., & Desoete, A. (2017). The Relevance and Efficacy of Metacognition for Instructional Design in the Domain of Mathematics. ZDM - Mathematics Education, 49(4), 613–623. https://doi.org/10.1007/s11858-017-0851-y

Damayanti, A. R. (2015). Peningkatan kemampuan metakognitif melalui model pembelajaran inkuiri terbimbing pada siswa kelas X-MIA 2 SMA Negeri 7 Surakarta tahun pelajaran 2014/ 2015. Universitas Sebelas Maret.

Darmawan, E., Brasilita, Y., Zubaidah, S., & Saptasari, M. (2018). Meningkatkan Keterampilan Metakognitif Siswa Berbeda Gender dengan Model Pembelajaran Simas Eric di SMAN 6 Malang. Biosfer: Jurnal Pendidikan Biologi (BIOSFERJPB), 11(1), 47–56. https://doi.org/10.21009/biosferjpb.11-1.5

Dewi, W. A. F. (2020). Dampak COVID-19 Terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. Edukatif: Jurnal Ilmu Pendidikan, 2(1), 55–61.

Effendy. (2017). Molekul, Struktur, dan Sifat-Sifatnya. Indonesian Academic Publishing.

Efrilla, G., Amnah, S., & Suryanti, E. (2018). Profil Kesadaran dan Strategi Metakognisi Siswa SMP Negeri SeLecamatan Kampar. Journal of Natural Science and Integration, 1(1), 69–77. https://doi.org/10.24014/jnsi.v1i1.5197

Fitria, L., Jamaluddin, J., & Artayasa, I. (2020). Analisis Hubungan antara Kesadaran Metakognitif dengan Hasil Belajar Matematika dan IPA Siswa SMA di Kota Mataram. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 6(1), 147-155. doi:https://doi.org/10.33394/jk.v6i1.2302

Hadisi, L., & Muna, W. (2015). Pengelolaan Teknologi Informasi dalam Menciptakan Model Inovasi Pembelajaran (E-Learning). Jurnal Al-Ta’dib, 8(1), 117–140.

Iskandar, S. M. (2014). Pendekatan Keterampilan Metakognitif Dalam Pembelajaran Sains Di Kelas. Erudio Journal of Educational Innovation, 2(2), 13–20. https://doi.org/10.18551/erudio.2-2.3

Izzah, C., & Azizah, U. (2019). Melatihkan Keterampilan Metakognitif Siswa Melalui Penerapan Model Pembelajaran Guided Inquiry Kelas XI SMA Negeri 4 Sidoarjo Pada Materi Laju Reaksi. Unesa Journal of Chemical Education, 8(2), 231–236.

Mu’minin, S. K. F., & Azizah, U. (2014). Keterampilan Metakognitif Siswa Melalui Model Pembelajaran Inkuiri Pada Materi Asam Basa Di SMA Negeri 1 Pacet Kelas XI. UNESA Journal of Chemical Education, 3(02), 67–74.

Permendikbud. (2013). Permendikbud Nomor 81 tahun 2013 tentang Implementasi Kurikulum. Debdikbud.

Ramadhan, M. R. (2018). Tingkat Metakognitif Siswa Dalam Pembelajaran Pendidikan Agama Islam Berbasis Masalah: Studi Kasus di SDN Kendangsari I dan II Surabaya. Universitas Islam Negeri Sunan Ampel.

Resti, F., Astra, I. M., & Siahaan, B. Z. (2017). Pengaruh Model Pembelajaran Inkuiri dan Kemampuan Metakognitif Terhadap Hasil Belajar Fisika Siswa SMA. Prosiding Seminar Nasional Fisika (E-Journal) SNF2017, VI, 29–35. https://doi.org/10.21009/03.snf2017.01.eer.05

Riduwan. (2011). Skala Pengukuran Variabel-Variabel Penelitian. Alfabeta.

Riyana, C. (2019). Produksi Bahan Pembelajaran Berbasis Online. Universitas Terbuka.

Sanita, R., & Anugraheni, I. (2020). Meta Analisis Model Pembelajaran Inquiry untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 6(3), 567-577. doi:https://doi.org/10.33394/jk.v6i3.2949

Sari, P. (2015). Memotivasi Belajar Dengan Menggunakan E-Learning. Jurnal Ummul Qura, VI(2), 20–35.

Sonyinga, D., Danial, M., & Herawati, N. (2019). Pengaruh Model Pembelajaran dan Kesadaran Metakognisi terhadap Hasil Belajar Peserta Didik. Chemistry Education Review, 3(1), 31–41.

Sumampouw, H. M. (2011). Keterampilan Metakognitif dan Berpikir Tingkat Tinggi dalam Pembelajaran Genetika (Artikulasi Konsep dan Verifikasi Empiris ). BIOEDUKASI, 4(2), 23–39.

Suryati. (2013). Pengaruh Model Pembelajaran LC Dipadu Diagram Alir terhadap Kualitas Proses, Hasil Belajar dan Kemampuan Metakognitif Siswa. Jurnal Pendidikan Sains, 1(1), 1–13.

Wahyuni, R., Hikmawati, & Taufik, M. (2016). Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Metode Eksperimen terhadap Hasil Belajar Fisika Siswa Kelas XI IPA SMAN 2 Mataram Tahun Pelajaran 2016 / 2017. Jurnal Pendidikan Fisika Dan Teknologi, II(4).

Widyawati, A. T., & Nasrudin, H. (2019). Melatihkan Keterampilan Metakognitif Melalui Penerapan Model Pembelajaran Inkuiri Terbimbing pada Materi Kesetimbangan Kimia Kelas XI SMA Negeri 2 Kota Mojokerto. Unesa Journal of Chemical Education, 8(2), 50–56.

Downloads

Additional Files

Published

2021-09-07

How to Cite

Danila, R., & Agustini, R. (2021). Analisis Keterampilan Metakognitif Peserta Didik Menggunakan Model Inkuiri Terbimbing pada Materi Laju Reaksi Berbasis Pembelajaran Daring. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 7(3), 596–606. https://doi.org/10.33394/jk.v7i3.3487

Issue

Vol. 7 No. 3 (2021): September

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.
Copyright
Authors who publish with JK 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 License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  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 this journal.
  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.
Licensing for Data Publication
JK use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

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