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PENGARUH PEMBELAJARAN SOCIO-SCIENTIFIC PROBLEM-BASED LEARNING TERHADAP KETERAMPILAN METAKOGNITIF DAN HASIL BELAJAR KOGNITIF SISWA KELAS X SMAN KOTA MALANG
Abstract
This study was aimed at investigating the effect of Socio-scientific Problem Based Learning towards metacognitive skills and achievement in class. As a study implementing quasi experiment with non-randomized control group pretest-posttest design. The samples used in the study consisted of an experimental group (X-F) and a control group (X-G) and were selected randomly from the population of the 10 th grade students of SMAN 4 Malang whose linearity had been tested. The variables examined consisted of two independent variables which are Socio-scientific Problem Based Learning in the experimental group and discovery strategy in the control group; and two dependent variables namely metacognitive skills and student’s cognitive achievement. The hypothesis testing used anakova with significance level of 0,05 (p<0,05) and employed the pretest and posttest score as data. The study finding show that Socio-scientific Problem Based Learning affects the student’s metacognitive skills and cognitive achievement
Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran Socio-scientific Problem Based Learning terhadap keterampilan metakognitif dan hasil belajar kognitif siswa kelas X SMAN di Kota Malang. Penelitian yang dilakukan merupakan penelitian kuasi eksperimen dengan desain penelitian nonrandomized control group pretest-posttest. Sampel yang digunakan dalam penelitian terdiri atas kelas eksperimen (X-F) dan kelas kontrol (X-G) yang dipilih secara acak dari populasi siswa kelas X SMAN 4 Malang yang telah teruji kesetaraannya. Variabel penelitian terdiri atas variabel bebas berupa strategi Socio-scientific Problem-Based Learning pada kelas eksperimen dan discovery pada kelas kontrol; dan variabel terikat terdiri atas keterampilan metakognitif dan hasil belajar kognitif siswa. Uji hipotesis dengan menggunakan anakova dengan taraf signifikansi 0,05 (P < 0,05) menggunakan data skor pretes dan postes. Hasil penelitian menunjukkan strategi pembelajaran Socio-scientific Problem Based Learning berpengaruh meningkatkan keterampilan metakognitif sebesar 154,2 % dan hasil belajar kognitif sebesar 62,9 % lebih tinggi dibandingkan kelas kontrol.
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DOI: http://dx.doi.org/10.17977/jp.v1i4.6235
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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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