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Dampak Pembelajaran Process Oriented Guided Inquiry Learning Terhadap Pengetahuan Metakognitif Siswa Pada Topik Kesetimbangan Kelarutan
Abstract
Abstract: The aim of this study is to investigate the difference of XI grade science students’ metacognitive knowledge as the impact of POGIL and verification learning on solubility equilibrium topic. The study used quasy experiment design. Analysis is done using Mann-Whitney U test at 5% significance. The result showed that there is difference on students’ metacognitive knowledge who are taught by POGIL and verification learning. The students who are taught by POGIL have higer metacognitive knowledge than that of are taught by verification learning.
Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan pengetahuan metakognitif siswa kelas XI IPA sebagai dampak dari pembelajaran POGIL dan verifikasi pada topik kesetimbangan kelarutan. Desain penelitian yang digunakan adalalah quasy experiment. Analisis dilakukan dengan menggunakan uji Mann-Whitney U pada taraf signifikansi 5%. Hasil penelitian menunjukkan terdapat perbedaan pengetahuan metakognitif antara siswa yang dibelajarkan dengan menggunakan pembelajaran POGIL dan verifikasi. Siswa yang dibelajarkan dengan POGIL memiliki pengetahuan metakognitif lebih tinggi dibandingkan siswa yang dibelajarkan dengan pembelajaran verifikasi.Keywords
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DOI: http://dx.doi.org/10.17977/jptpp.v5i10.14066
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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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