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Pengetahuan Metakognitif Siswa sebagai Dampak Process Oriented Guided Inquiry Learning (POGIL) dan Verifikasi pada Topik Laju Reaksi
Abstract
Abstract: Purpose of this research are to identify students’ metacognitive knowledge difference on rate reaction taught by POGIL and verification. Sample of research are students of grade XI Science as a control and experimental group in SMAN 3 Bondowoso. Instruments used are treatment instrument and measurement instrument. The treatment instrument consist of RPP and scenario. The measurement instrument is metacognitive knowledge test consist of 8 questions of declarative knowledge, 7 questions of procedural knowledge, and 6 questions of conditional knowledge. Data analyze using independent samples t-test with SPSS Statistic 24.0. program. The research result show that there’s students’ metacognitive knowledge difference on rate reaction taught by POGIL and verification.
Abstrak: Penelitian ini bertujuan mengetahui perbedaan pengetahuan metakognitif siswa yang dibelajarkan POGIL dan verifikasi pada topik laju reaksi. Penelitian dilakukan pada dua kelas XI IPA sebagai kelas kontrol dan eksperimen di SMA Negeri 3 Bondowoso. Instrumen penelitian berupa instrumen perlakuan dan pengukuran. Instrumen perlakuan berupa RPP dan skenario pembelajaran. Instrumen pengukuran berupa soal pengetahuan metakognitif, terdiri dari delapan soal pengetahuan deklaratif, tujuh soal pengetahuan prosedural, dan enam soal pengetahuan kondisional. Analisis data menggunakan teknik independent samples t-test dengan bantuan program SPSS Statistic 24.0. Hasil penelitian menunjukkan bahwa, ada perbedaan pengetahuan metakognitif peserta didik dari pembelajaran POGIL dan verifikasi topik laju reaksi.Keywords
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DOI: http://dx.doi.org/10.17977/jptpp.v5i8.13927
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Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
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