Pengaruh Model Pembelajaran Problem Solving- Think Pair Share terhadap Pengetahuan Metakognitif Siswa

Sandi Limbanadi, Subandi Subandi, Munzil Munzil

Abstract


Abstract: This study aims to determine the students' metacognitive knowledge chemistry students who study with Problem Solving-Think Pair Share Learning Models in the experimental class and problem solving learning models in the control class. The study uses a posttest control group design and sample selection uses convenience sampling techniques. Research data in the form of metacognitive knowledge test values measured from test questions in the form of essays each containing three types of metacognitive knowledge. The results has showed that there was a influence of learning models on students' metacognitive knowledge, this effect was seen from the existence of significant differences between students studying in the experimental class.

Abstrak: Penelitian ini bertujuan untuk mengetahui pengetahuan metakognitif siswa kimia materi sifat koligatif larutan pada siswa yang belajar dengan model pembelajaran Problem Solving-Think Pair Share di kelas eksperimen dan model pembelajaran Problem Solving di kelas kontrol. Penelitian menggunakan desain Postest Control Group Design dan pemilihan sampel menggunakan teknik Convenience Sampling. Data penelitian berupa nilai tes pengetahuan metakognitif yang diukur dari soal tes berbentuk esai masing-masing berisi tiga jenis pengetahuan metakognitif. Hasil penelitian menunjukkan bahwa siswa yang belajar dengan model pembelajaran Problem Solving-Think Pair Share memiliki pengetahuan metakognitif yang lebih baik dibandingkan yang belajar dengan model Problem Solving.

Keywords


problem solving; think pair share; metacognitive knowledge; problem solving; think pair share; pengetahuan metakognitif

Full Text:

PDF

References


Anita. S, T., & Azizah, U. (2016). Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share untuk Melatih Keterampilan Metakognitif Siswa Pada Materi Reaksi Reduksi dan Oksidasi. UNESA Journal of Chemical Education, 5(2), 381–391.

Ariyaldi, Putri, A. T., Khalisah, A. N., & Nurhikmah. (2017). Pengaruh Penggunaan Strategi Dynamic Problem Solving Berbasis Conceptual Scaffolding untuk Meningkatkan Hasil Belajar dan Aktivitas Belajar Peserta Didik pada Materi Sifat Koligatif Larutan. Jurnal Nalar Pendidikan, 5, 158–164.

Broman, K., Bernholt, S., & Parchmann, I. (2015). Analysing Task Design and Students’ Responses to Context-Based Problems Through Different Analytical Frameworks. Research in Science and Technological Education, 33(2), 143–161.

Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The Development of a Two-Tier Multiple-Choice Diagnostic Instrument for Evaluating Secondary School Students’ Ability to Describe and Explain Chemical Reactions Using Multiple Levels of Representation. Chemistry Education Research and Practice, 8(3), 293–307.

Chittleborough, G. D., Treagust, D. F., & Mocerino, M. (2002). Constraints to the Development of First Year University Chemistry Students’ Mental Models of Chemical Phenomena. 11th Annual Teaching and Learning Forum for Western Australian Universities, (1982), 43–50.

Chotimah, C. (2017). Pengembangan Modul Biologi dengan Strategi Pembelajaran Think Pair Share sebagai Upaya Meningkatkan Motivasi Belajar, Sikap Sosial, Kemampuan Berpikir Kritis, dan Hasil Belajar Kognitif Siswa SMK Kota Malang. Disertasi tidak diterbitkan. Universitas Negeri Malang, Malang.

Corebima, A. D., Zubaidah, S., & Pangestuti, A. A. (2015). Using Reading-Concept Map-Teams Games Tournament (Remap-TGT) to Scientific Inquiry in Lecture View project Remap Coople View project Using Reading-Concept Map-Teams Games Tournament (Remap-TGT) to Improve Reading Interest of Tenth Grade Student of Laborat. American Journal of Educational Research, 3(2), 250–254.

Dhindsa, H. S., & Treagust, D. F. (2012). Conceptual Understanding of Bruneian Tertiary Students: Chemical Bonding and Structure. Brunei International Journal Os Science & Mathematic Education, 1(1), 33–51.

Efendi, N. (2013). Pengaruh Pembelajaran Reciprocal Teaching Dipadukan Think Pair Share terhadap Peningkatan Kemampuan Metakognitif Belajar Biologi Siswa. Jurnal Santiaji Pendidikan, 3(2), 85–105.

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

Ekoningtyas, M. (2013). Pengaruh Pembelajaran Think-Pair-Share dipadu Pola Pemberdayaan Berpikir melalui Pertanyaan terhadap Keterampilan Metakognitif, Berpikir Kreatif, Pemahaman Konsep IPA dan Retensinya serta Sikap Sosial. Jurnal Pendidikan Sains, 1(4), 332–342.

Georghiades, P. (2006). The Role of Metacognitive Activities in the Contextual Use of Primary Pupils’ Conceptions of Science. Research in Science Education, 36, 29–30.

Hamdani. (2011). Strategi Pembelajaran. Pustaka Setia.

Husna, I. M., & Fatimah, S. (2012). Peningkatan Kemampuan Pemecahan Masalah dan Kemampuan Matematis Siswa Sekolah Menengah Pertama melalui Model Pembelajaran Think Pair Share. Jurnal Peluang, 1(2), 81–92.

Kaberman, Z., & Judy, Æ. Y. (2008). Metacognition in Chemical Education : Question Posing in the Case-Based Computerized Learning Environment. Springer Science, 37, 403–436.

Karatas, I., & Baki, A. (2013). The Effect of Learning Environments Based on Problem Solving on Students’ Achievements of Problem Solving. International Electronic Journal of Elementary Education, 5(3), 249–267.

Kuhn, D., & Dean, D. (2004). A Bridge Between Cognitive Psychology and Educational Practice. Theory into Practice, 43(4), 268–273.

Lestari, P. B., & Wijayanti, T. (2016). Pengaruh Model Reciprocal Teaching Dipadukan dengan Think Pair Share terhadap Kemampuan Metakognisi Mahasiswa. Jurnal Edukasi Matematika dan Sains, 4(1), 36–42.

Novianti, D. (2011). Pengaruh Penerapan Model Pembelajaran Cooperative Problem Solving dan Cooperative Problem Posing terhadap Kualitas Proses Kognitif dan Hasil Belajar untuk Pokok Bahasan Termodinamika Kimia. Tesis tidak diterbitkan. Universitas Negeri Malang, Malang.

Ozgelen, S. (2012). Students’ Science Process Skills within a Cognitive Domain Framework. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), 283–292.

Permatasari, R. E. (2014). Implementasi Model Pembelajaran Inkuiri Terbimbing pada Materi Sifat Koligatif Larutan. Jurnal Pena Sains, 1(2), 2407–2311.

Rompayom, P., Tambunchong, C., Wongyounoi, S., & Dechsri, P. (2010). The Development of Metacognitive Inventory to Measure Students’ Metacognitive Knowledge Related to Chemical Bonding Conceptions. International Association for Education Asessment, (Iaea), 1–7. Retrieved from http://selectscore.com/fullpaper/221.pdf

Sele, Y. (2016). Analisis Potensi Think Pair Share dalam Pemberdayaan Keterampilan Metakognitif Siswa Laki-laki dan Perempuan. Bioedu, 4(1), 13–22.

Shoimin, A. (2014). Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Ar-Ruzz Media.

Sholihah, M., Zubaidah, S., & Mahanal, S. (2016). Memberdayakan Keterampilan Metakognitif Dan Hasil Belajar Kognitif Siswa Dengan Model Pembelajaran Reading Concept Map-Reciprocal Teaching (Remap Rt). Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(4), 628–633.

Sudjana, N. (2012). Cara Belajar Siswa Aktif dalam Proses Belajar Mengajar. Bandung: Sinar Baru Algensindo.

Sururoh, M., Setyosari, P., & Subanji. (2018). Pengaruh Model Pembelajaran Think Pair Share terhadap Pemahaman Konsep dan Motivasi Belajar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(11), 1499–1506.

Tembang, Y., Sulton., & Suharjo. (2017). Peningkatan Motivasi dan Hasil Belajar Melalui Model Pembelajaran Think Pair Share Berbantuan Media Gambar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(6), 812–817.

Thomas, G., Anderson, D., & Nashon, S. (2008). Development of an Instrument Designed to Investigate Elements of Science Students ’ Metacognition , Self-Efficacy and Learning Processes : The SEMLI-S. International Journal of Science Education, 30(13), 1701–1724.

Thomas, G. P. (2014). Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning. International Journal of Science, 35(7), 37–41.

Tiantong, P., & Sumalee, S. (2013). The Online Project-based Learning Model Based on Student’s Multiple Intelligence. International Journal of Humanities and Social Science, 3(7), 204–211.

Tuysuz, C. (2009). Development of Two-Tier Diagnostic Instrument and Assess Students’ Understanding in Chemistry. Scientific Research and Essays, 4(6), 626–631.

Warimun, E. (2012). Penerapan Model Pembelajaran Problem Solving Fisika Pada Pembelajaran Topik Optika Pada Mahasiswa Pendidikan Fisika. Exacta, 10(2), 111–114.

Wicaksono, A. R., Widoretno, S., & Nurmiyati. (2015). Pengaruh Penggunaan Modul Berbasis Research pada Pembelajaran Think Pair Share dan Group Investigation terhadap Pemahaman Konsep dan Kemampuan Metakognisi Peserta Didik Kelas X SMA Negeri 1 Boyolali Tahun Ajaran 2013/2014. Jurnal Bioedukasi, 8(1), 60–66.

Wu, D. (2001). Promoting Understanding of Chemical Representations: Students’ Use of a Visualization Tool in the Classroom. Journal of Research in Science Teaching, 38(7), 821–842.




DOI: http://dx.doi.org/10.17977/jptpp.v5i6.13607

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Sandi Limbanadi, Subandi Subandi, Munzil Munzil

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

JPtpp is accredited “Rank 3” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated December 7, 2022, No: 225/E/KPT/2022, effective for five years from Volume 7 Issue 8, 2022 until Volume 12 Issue 7, 2027. Link to download

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal of Education: Theory, Research, and Development

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License