Pengaruh Self Regulation Learning Terhadap Pengetahuan Metakognitif Peserta Didik Kelas XI Materi Sistem Ekskresi
(The Effect of Self Regulation Learning on Metacognitive Knowledge of Class XI Students on Excretion System Material)
DOI:
https://doi.org/10.22437/bio.v8i3.18945Abstract
This study aims to determine effect of Self Regulation Learning (SRL) learning strategy on the metacognitive knowledge of high school students. The research method used is Quasi Experiment with Non Equivalent Control Group Design. The research population used in this series of research, namely students at SMAN 4 Sukabumi City. The sampling of the two classes of samples was carried out using the purposive sampling method, which means that the sampling technique took into account certain components so that the sample could be said to be in accordance with the research criteria to be carried out. There is a difference in the mean and N-gain value of the scores obtained by the two research classes. It is shown that the experimental class has a higher average score than the control class. In addition, based on hypothesis testing on the independent sample t-test, the value of sig. of 0.000 which means H0 is rejected H1 is accepted. So it can be concluded that the application of Self Regulation Learning (SRL) has an effect on increasing students' metacognitive knowledge on the excretory system material.
Key words: Self Regulation Learning, Metacognitive Knowledge
Abstrak
Penelitian ini bertujuan untuk mengetahui pengaruh Self Regulation Learning (SRL) terhadap pengetahuan metakognitif peserta didik SMA. Metode penelitian yang digunakan yaitu Quasi Eksperiment dengan desain Non Equivalent Control Group Design. Populasi penelitian yang digunakan dalam rangkaian penelitian ini, yaitu peserta didik di SMAN 4 Kota Sukabumi. Pengambilan kedua kelas sampel tersebut dilakukan dengan menggunakan metode purposive sampling yang berarti teknik pengambilan sampel dengan mempertimbangkan beberapa komponen tertentu sehingga sampel tersebut dapat dikatakan sesuai dengan kriteria penelitian yang hendak dilakukan. Terdapat perbedaan rata-rata dan nilai N-gain dari skor yang diperoleh oleh kedua kelas penelitian, Ditunjukkan bahwa kelas eksperimen memiliki nilai rata-rata lebih tinggi dibandingkan kelas kontrol. Selain itu berdasarkan pengujian hipotesis pada independent sample t-test ditunjukkan nilai sig. sebesar 0.000 yang artinya H0 ditolak H1 diterima. Sehingga dapat disimpulkan bahwa penerapan Self Regulation Learning (SRL) berpengaruh terhadap peningkatan pengetahuan metakognitif peserta didik pada materi sistem ekskresi.
Kata kunci: Self Regulation Learning, Pengetahuan Metakognitif
Downloads
References
Asyhari, A. (2018). Pengaruh Pembelajaran Biologi Berbasis Problem Based Learning (Pbl) Terhadap Kemampuan Metakognitif. Journal Of Biology Education, 1(2), 165. Https://Doi.Org/10.21043/Jobe.V1i2.4111
Azmi, S. (2016). Self Regulated Learning Salah Satu Modal Kesuksesan Belajar Dan Mengajar. 19–20.
Damayanti, B. P., Aini, A. N., Wulandari, K. F. N., & Primandiri, P. R. (2021). Pentingnya Pengembangan Kemampuan Metakognitif Siswa Kelas Xi Mipa Pada Pembelajaran Biologi Di Sman 7 Kediri The Importance Of Developing The Metacognitive Abilities Of Class Xi Mipa Students On Biology Learning At Sman 7 Kediri Pendahuluan Perkembangan . 156–168.
Erlin, E., Rahmat, A., Redjeki, S., & Purwianingsih, W. (2021). Analisis Berbagai Strategi Dan Model Pembelajaran Yang Dapat Memberdayakan Kemampuan Metakognitif Pada Pembelajaran Biologi. Bioed : Jurnal Pendidikan Biologi, 9(2), 30. Https://Doi.Org/10.25157/Jpb.V9i2.6383
Fahreza, R., Saadi, P., & Syahmani. (2014). Profil Metakognisi Siswa Berdasarkan Self-Regulated. 129.
Febrianti, E. A. (2020). Desain Instrumen Tes Untuk Mengukur Metakognisi Peserta Didik Pada Materi Asam Basa.
Herlanti, Y. (2013). Kesadaran Metakognitif Dan Pengetahuan Metakognitif Peserta Didik Sekolah Menengah Atas Dalam Mempersiapkan Ketercapaian Standar Kelulusan Pada Kurikulum 2013. 357–367.
Ibda, F. (2015). Perkembangan Kognitif: Teori Jean Piaget. Intelektualita, 3(1), 27–38. Https://Www.Jurnal.Ar-Raniry.Ac.Id/Index.Php/Intel/Article/View/197
Iskandar, S. (2014). Pendekatan Keterampilan Metakognitif Dalam Pembelajaran Sains Di Kelas. 2(2), 13–20.
Kurniawan, E., Mulyati, S., & Rahardjo, S. (2017). Proses Asimilasi Dan Akomodasi Dalam. 592–598.
Lenaini, I. (2021). Teknik Pengambilan Purposive Sampling Dan Snowball Sampling. 6(1), 33–39.
Lidiawati, K. R. (2021). Pembelajaran Online Selama Pandemi Covid-19 : Bagaimana Strategi Pembelajaran Mandiri Dapat Mempengaruhi Keterlibatan Siswa Online Learning During Covid-19 Pandemic : How Self-Regulated Learning Strategies Impact Student Engagement ? 14(1), 1–10. Https://Doi.Org/10.30813/Psibernetika.V14i1.2570
Nuryadi, Astuti, T. D., Utami, E. S., & Budiantara. (2017). Dasar Dasar Statistika Penelitian. Sibuku Media.
Pamungkas, Z. S., Aminah, N. S., & Nurosyid, F. (2019). Analisis Pola Pikir Siswa Dalam Menyelesaikan Soal Fluida Statis Berdasarkan Tingkat Metakognisi. 9, 50–57.
Pratama, F. W. (2017). Peran Self-Regulated Learning Dalam Memoderatori Pembelajaran Dengan Pendekatan Saintifik Terhadap Hasil Belajar Siswa. Satya Widya, 33(2), 99–108. Https://Doi.Org/10.24246/J.Sw.2017.V33.I2.P99-108
Rukminingrum, D. V., Hanurawan, F., & Mudiono, A. (2017). Pengetahuan Metakognitif Belajar Siswa Kelas V Sd. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(2), 280–284. Http://Journal.Um.Ac.Id/Index.Php/Jptpp/Article/View/8547
Yasdar, M., & Muliyadi. (2018). Penerapan Teknik Regulasi Diri (Self Regulation) Untuk Meningkatkan Kemandirian Belajar Mahasiswa Program Studi Bimbingan Konseling Stkip Muhammadiyah Enrekang. 2, 50–60.
Zamnah, L. N. (2019). Analisis Self-Regulated Learning Yang Memperoleh Pembelajaran Menggunakan Pendekatan Problem- Abstrak. 2(1).
Zuhaida, A. (2017). Program Pembelajaran Ipa Berbasis Masalah Untuk Menumbuhkan Metakognisi Siswa Mts Di Salatiga.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Aulia Nur Januarti, Sistiana Windyariani, Aa Juhanda
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with Biodik : Jurnal Ilmiah Pendidikan Biologi agree to the following terms:
- For all articles published in Biodik : Jurnal Ilmiah Pendidikan Biologi, copyright is retained by the authors and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensethat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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.
- 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).
