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Cahya Septiana, Wiwit
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HUBUNGAN PEMBELAJARAN BERMAKNA DAN STRATEGI METAKOGNITIF DENGAN PEMAHAMAN KONSEP IPAS SISWA KELAS III SDN BREBES 01 Cahya Septiana, Wiwit; Didik Tri Setiyoko; Rila Melyana Fitri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52654

Abstract

The results of the study showed that (1) meaningful learning has a significant relationship with the understanding of the concept of science, as evidenced by a significance value of 0.042 < 0.05 and a t-count value of 2.102 > t-table 2.026. (2) Metacognitive strategies have a significant relationship with the understanding of the concept of science, as evidenced by a significance value of 0.000 < 0.05 and a t-count value of -7.396. (3) Meaningful learning and metacognitive strategies simultaneously have a significant relationship with the understanding of the concept of science, as evidenced by a significance value of 0.000 < 0.05 and a F-count value of 38.675 > F-table 3.25. The coefficient of determination (R²) value of 0.676 indicates that meaningful learning and metacognitive strategies contribute 67.6% to the understanding of the concept of science, while the remaining 32.4% is influenced by other factors outside the study.
Co-Authors Rila Melyana Fitri Setiyoko, Didik Tri