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Sukaisih, Roniati
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THE EFFECT OF THE INQUIRY LEARNING MODEL ON STUDENTS’ METACOGNITION AWARENESS Hidayat, Samsun; Asy'ari, Muhammad; Muhali, Muhali; Sukaisih, Roniati
Lensa: Jurnal Kependidikan Fisika Vol 7, No 2: December 2019
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v7i2.2049

Abstract

This study aims to determine the effect of inquiry learning models on the students? metacognition awareness in senior high school. Metacognition awareness in this study consists of eight components, namely (1) declarative knowledge, (2) procedural knowledge, (3) conditional knowledge, (4) planning, (5) information management system, (6) monitoring, (7) evaluation, and (8) debugging. This research is a quasi-experimental research with one group pretest-posttest design. The sample in this study were 25 students of science in Madrasah Aliyah Negeri 3 Lombok Tengah chosen using the saturated sample technique. Metacognition Awerness Inventory (MAI) is used to collect metacognition awareness data of students who are analyzed using paired t-test and Wilcoxon test samples. The results showed that students' metacognition awareness for all indicators was stated to increase (p <0.05) after learning using inquiry learning models. Based on these results, it can be concluded that the inquiry learning model influences the metacognition awareness of secondary school students.
Meningkatkan keterampilan metakognisi dan berpikir kritis siswa melalui pembelajaran model pemecahan masalah dengan strategi konflik-kognitif Sukaisih, Roniati; Muhali, Muhali; Asy'ari, Muhammad
Empiricism Journal Vol. 1 No. 1: June 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i1.329

Abstract

Pembelajaran saat ini menekankan siswa untuk mampu belajar dengan menerapkan keterampilan–keterampilan berpikir abad 21 sesuai tuntutan kurikulum 2013 maupun edisi revisi seperti berpikir kritis dan metakognisi. Penelitian ini bertujuan untuk meningkatkan keterampilan metakognisi dan keterampilan berpikir kritis siswa dalam pembelajaran fisika melalui implementasi model pemecahan masalah dengan strategi konflik kognitif. Penelitian ini merupakan penelitian tindakan kelas, yang terdiri dari tiga siklus pembelajaran, dan setiap siklus meliputi empat tahapan yaitu perencanaan, pelaksanaan, evaluasi, dan refleksi. Penelitian dilaksanakan pada 25 siswa kelas XI MAN 3 Lombok Tengah. Instrumen penelitian yang digunakan berupa (1) lembar observasi keterlaksanaan pembelajaran, (2) tes uraian kemampuan berpikir kritis sebanyak 4 (empat) soal, dan (3) lembar penilaian keterampilan metakognisi siswa yang telah dinyatakan valid. Data hasil penelitian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa keteralaksanaan pembelajaran untuk setiap siklus dinyatakan baik, sehingga berdampak pada aktivitas metakognisi dan keterampilan berpikir kritis yang berkategori baik. berdasarkan hasil penelitian dapat disimpulkan bahwa implementasi model pemecahan masalah dengan strategi konflik kognitif dapat meningkatkan keterampilan metakognisi dan keterampilan berpikir kritis siswa kelas XI MAN 3 Lombok Tengah Improving students' metacognition and critical thinking skills through problem-solving learning models with conflict-cognitive strategies Abstract: Current learning emphasizes students to be able to learn by applying 21st century thinking skills according to the demands of the 2013 curriculum and revised editions such as critical thinking and metacognition. This study aims to improve students' metacognition skills and critical thinking skills in learning physics through the implementation of problem-solving models with cognitive conflict strategies. This research is a classroom action research, which consists of three learning cycles, and each cycle includes four stages, namely planning, implementing, evaluating, and reflecting. The research was conducted on 25 students of class XI MAN 3 Lombok Tengah. The research instrument used in the form of (1) learning implementation observation sheet, (2) 4 (four) test questions on critical thinking skills, and (3) students' metacognition skill assessment sheet that has been declared valid. The research data were analyzed descriptively. The results showed that the implementation of learning for each cycle was declared good, so that it had an impact on metacognition activities and critical thinking skills which were stated to increase each cycle. Based on the results of the study, it can be concluded that the implementation of problem solving models with cognitive conflict strategies can improve metacognition skills and critical thinking skills of class XI students of MAN 3 Lombok Tengah.
Analisis Kemampuan Regulasi Kognisi Peserta Didik dalam Pembelajaran Muhali, M.; Asy'ari, Muhammad; Sukaisih, Roniati
Empiricism Journal Vol. 1 No. 2: December 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i2.333

Abstract

Proses pembelajaran pada peserta didik perlu dilatihkan serangkaian kegiatan yang sangat penting agar pembelajaran dapat berhasil dengan baik. Tujuan penelitian ini adalah untuk mendapatkan gambaran tentang kemampuan regulasi kognisi peserta didik dalam pembelajaran dengan model RML (reflective metacognitive learning) dengan fase: (1) refleksi orientasi, (2) refleksi organisasi, (3) refleksi eksekusi, dan (4) refleksi verifikasi. Penelitian ini merupakan penelitian deskriptif. Sampel yang digunakan sebanyak 75 orang peserta didik di tingkat SMA/MA di Lombok Tengah, yang dipilih secara cluster random sampling. Instrumen yang digunakan berupa angket kemampuan regulasi kognisi sebanyak 34 butir pertanyaan/pernyataan yang telah dinyatakan valid dan reliabel. Data berupa kemampuan regulasi kognisi peserta didik dianalisis dengan menentukan rata-rata pencapaian setiap peserta didik pada masing-masing sekolah, dan penentuan rata-rata skor pada setiap indikator kemampuan regulasi kognisi. Hasil penelitian ini adalah kemampuan regulasi kognisi peserta didik yang dibelajarkan dengan model RML mencapai kategori baik. Hal ini dilihat dari perolehan rata-rata pada ketiga sekolah sebesar 3,20; 3,18; dan 3,08, perolehan rata-rata setiap indikator pada ketiga sekolah juga berkategori baik dengan skor 3,18 untuk indikator planning; 3,15 untuk idikator information management strategy; 3,16 untuk indikator monitoring ; 3,17 untuk indikator debugging; dan 3,12 untuk indikator evaluation. Dengan demikian, kemampuan regulasi kognisi peserta didik dapat dilatihkan dalam pembelajaran dengan model RML yang menekankan proses refleksi secara sadar melalui: (1) penyajian fenomena kkonflik kognitif, (2) penyajian fenomena anomali, (3) proses internalisasi, (4) penyajian fenomena baru yang terkait dengan konsep yang dibelajarkan.Analysis of Students' Cognition Regulation Ability in LearningAbstractThe learning process in students needs to be trained in a series of activities that are very important so that learning can be successful. The purpose of this study was to obtain an overview of the ability of students to regulate cognition in learning with the RML (reflective metacognitive learning) model with the following phases: (1) orientation reflection, (2) organizational reflection, (3) reflection on execution, and (4) reflection on verification. This research is descriptive research. The sample used was 75 students at the SMA / MA level in Central Lombok, who were selected by cluster random sampling. The instrument used was a questionnaire on the ability to regulate cognition as many as 34 questions / statements that were declared valid and reliable. Data in the form of students' cognitive regulatory abilities were analyzed by determining the average achievement of each student in each school, and determining the average score on each indicator of the cognitive regulatory ability. The results of this study were the ability of students to regulate cognition who learned the RML model reached a good category. This can be seen from the average acquisition of the three schools of 3.20; 3.18; and 3.08, the average acquisition of each indicator in the three schools was also in the good category with a score of 3.18 for the planning indicator; 3.15 for the information management strategy indicator; 3.16 for monitoring indicators; 3.17 for debugging indicators; and 3.12 for indicator evaluation. Thus, the ability of students to regulate cognition can be trained in learning with the RML model which emphasizes the process of conscious reflection through: (1) presenting cognitive conflict phenomena, (2) presenting anomalous phenomena, (3) internalizing processes, (4) presenting new phenomena which is related to the concept being learned.
Implementasi model reflective-metacognitive learning untuk meningkatkan kemampuan berpikir kritis, keterampilan metakognisi dan kesadaran metakognisi Muhali, Muhali; Sukaisih, Roniati; Asy'ari, Muhammad
Empiricism Journal Vol. 1 No. 2: December 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i2.337

Abstract

Tujuan penelitian ini adalah untuk meningkatkan kemampuan berpikir kritis, keterampilan metakognisi, dan kesadaran metakognisi melalui implementasi model reflective metacognitive learning (RML) dalam pembelajaran fisika di MAN 3 Lombok Tengah. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam 3 (tiga) siklus pembelajaran dan setiap siklus terdiri dari 3 (tiga) kali pertemuan. Instrumen penelitian ini terdiri dari lembar observasi keterlaksanaan pembelajaran, tes kemampuan berpikir kritis, lembar penilaian keterampilan metakognisi, dan angket kesadaran metakognisi yang telah dinyatakan valid dan reliabel. Pengumpulan data dilakukan dengan teknik observasi, teknik tes, teknik penilaian kinerja, dan teknik angket. Analisis data dilakukan secara deskriptif kuantitatif, dengan menentukan rata-rata dari setiap jenis data, mengkonversi ke dalam skala statistik dan membuat pengkategorisasian. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis meningkat dari 45% pada siklus I menjadi 85% siswa pada siklus II dan III tuntas secara klasikal. Keterampilan metakognisi juga meningkat dari 50% siswa mencapai kategori baik pada siklus I menjadi 100% siswa berkategori baik pada siklus II, 75% dan 25% siswa mencapai kategori baik dan sangat baik pada siklus III. Hal yang sama pada kesadaran metakognisi meningkat dari 100% kategori cukup baik pada siklus I menjadi berkategori baik sebesar 100% pada siklus II dan III. Dengan demikian, model RML dapat diimplementasikan untuk meningkatkan kemampuan berpikir kritis, keterampilan dan kesadaran metakognisi siswa dalam pembelajaran fisika.Implementation of the reflective-metacognitive learning model to improve critical thinking skills, metacognition skills and metacognition awarenessAbstractThe purpose of this study was to improve critical thinking skills, metacognition skills, and metacognitive awareness through the implementation of the reflective metacognitive learning (RML) model in physics learning at MAN 3, Central Lombok. This research is a classroom action research (CAR) which is carried out in 3 (three) learning cycles and each cycle consisting of 3 (three) meetings. The research instrument consisted of a learning implementation observation sheet, a critical thinking skills test, a metacognition skill assessment sheet, and a metacognition awareness questionnaire that was declared valid and reliable. The data were collected by means of observation techniques, test techniques, performance appraisal techniques, and questionnaire techniques. Data analysis was carried out in a descriptive quantitative manner, by determining the average of each type of data, converting it into a statistical scale and categorizing it. The results showed that the critical thinking ability increased from 45% in the first cycle to 85% of the students in the second and third cycles were classically complete. Metacognition skills also increased from 50% of students achieving good categories in cycle I to 100% of students being categorized as good in cycle II, 75% and 25% of students achieving good and very good categories in cycle III. The same thing in metacognition awareness increased from 100% good enough category in cycle I to good category by 100% in cycle II and III. Thus, the RML model can be implemented to improve students' critical thinking skills, metacognitive skills and awareness in learning physics.
Keterampilan Berpikir Tingkat Tinggi Siswa dalam Pembelajaran Inkuiri dengan Simulasi PheT: Studi Pendahuluan Verawati, Ni Nyoman Sri Putu; Sukaisih, Roniati
Empiricism Journal Vol. 2 No. 1: June 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v2i1.591

Abstract

Penelitian ini bertujuan untuk mengidentifikasi keterampilan berpikir tingkat tinggi siswa (HOTs) dengan indikatro analisis, evalusi, dan mencipta dalam pembelajaran inkuiri dengan simulasi PhET. Penelitian ini merupakan pre-eksperimental dengan one-group pretest-posttest design yang melibatkan 32 siswa sebagai subjek penelitian. Data keterampilan berpikir tingkat tinggi siswa dikumpulkan menggunakan instrument test berbentuk uraian. Keterampilan berpikir tingkat tinggi siswa dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic menggunakan uji paired t-test dan Wilcoxon test dengan bantuan software IBM SPSS versi 23. Hasil penelitian menunjukkan pembelajaran inkuiri dengan simulasi PhET berpengaruh signifikan (p < 0,05) terhadap keterampilan berpikir tingkat tinggi siswa. Hasil analisis peningkatan (n-gain) HOTs siswa juga menunjukkan peningkatan indicator analisis berkategori tinggi (n-gain= 0,8), sedangkan indicator evaluasi dan indicator mencipta berkategori sedang (n-gain= 0,7 dan n-gain= 0,6). Berdasarkan temuan tersebut dapat disimpulkan bahwa pembelajaran inkuiri dengan simulasi PhET dapat meningkatkan keterampilan berpikir tingkat tinggi siswa pada materi bentuk dan perubahan energy. Students' Higher Order Thinking Skills in Inquiry Learning with PheT Simulation: Pre-Experimental Study Abstract This study aims to identify students' higher order thinking skills (HOTs) with indicators of analysis, evaluation, and creation in inquiry learning with PhET simulation. This research is a pre-experimental with one-group pretest-posttest design involving 32 students as research subjects. Data on students' higher order thinking skills were collected using a test instrument in the form of a description. Students' higher order thinking skills were analyzed descriptively using the n-gain equation and statistically using the paired t-test and Wilcoxon test with the help of IBM SPSS version 23 software. The results showed that inquiry learning with PhET simulation had a significant effect (p < 0.05) on students' higher order thinking skills. The results of the analysis of the increase (n-gain) of students' HOTs also showed an increase in the analytical indicators in the high category (n-gain = 0.8), while the evaluation and creation indicators were in the medium category (n-gain = 0.7 and n-gain = 0, 6). Based on these findings, it can be concluded that inquiry learning with PhET simulation can improve students' higher order thinking skills on the form and change of energy.
Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa Muhali, Muhali; Asy'ari, Muhammad; Sukaisih, Roniati
Empiricism Journal Vol. 2 No. 2: December 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v2i2.594

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry terintegrasi laboratorium virtual terhadap pemahaman konsep dan keterampilan metakognitif siswa. Quasi eksperimen dengan nonequivalent control group design digunakan dalam penelitian ini. Sampel penelitian ini adalah 56 siswa yang terbagi ke dalam 2 (dua) kelas parallel yang dipilih menggunakan cluster random sampling technique. Instrumen yang digunakan berupa tes pemahaman konsep dan instrumen lembar penilaian (LP) keterampilan metakognitif yangtelah dinyatakan valid dan reliabel. Data penelitian dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic dengan bantuan software IBM SPSS 23 Version. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa pada kelompok eksperimen (mean= 79,19; n-gain= 0,76 dengan kategori tinggi) lebih baik dari kelompok kontrol (mean= 43,08; n-gain= 0,36 dengan kategori sedang) dan berbeda secara signifikan (p < 0.05). Keterampilan metakognitif siswa menunjukkan hal serupa, kelompok eksperimen (pertemuan I= 54,69 (pertemuan II= 67,86; pertemuan III= 79,24) ditemukan lebih baik dari kelompok control (pertemuan I= 46,09; pertemuan II= 53,01; dan pertemuan III= 55,13). Hasil penelitian menunjukkan model pembelajaran inquiry terbimbing terintegrasi laboratorium virtual efektif dalam meningkatkan pemahaman konsep dan keterampilan metakognitif siswa dalam pembelajaran kimia materi larutan penyangga. Virtual Laboratory Integrated Guided Inquiry Learning Model to Improve Students' Concept Understanding and Metacognitive Skills Abstract This study aims to determine the effectiveness of the virtual laboratory integrated guided-inquiry learning model on students' concept understanding and metacognitive skills. Quasi experimental with nonequivalent control group design was used in this study. The sample of this study was 56 students who were divided into 2 (two) parallel classes which were selected using the cluster random sampling technique. The instruments used were in the form of a concept understanding test and a metacognitive skill assessment sheet (LP) which had been declared valid and reliable. The research data were analyzed descriptively using the n-gain equation and statisticaly with the help of IBM SPSS 23 Version software. The results showed that students' concept understanding in the experimental group (mean = 79.19; n-gain = 0.76 in the high category) was better than the control group (mean = 43.08; n-gain = 0.36 in the medium category) and significantly different (p < 0.05). Students’ Metacognitive skills showed the same thing, the experimental group (meeting I = 54.69; meeting II = 67.86; meeting III = 79.24) was found to be better than the control group (meeting I = 46.09; meeting II = 53, 01, and meeting III = 55.13). The results showed that the virtual laboratory integrated guided-inquiry learning model was effective in improving students’ concept understanding and metacognitive skills in buffer solution chemistry learning subject.
Pengaruh Penerapan Model Cooperative Learning Tipe Tari Bambu terhadap Hasil Belajar Fisika Siswa SMA Sukaisih, Roniati; Asy'ari, Muhammad; Rafsanjani, Hafsemi
Lensa: Jurnal Kependidikan Fisika Vol 11, No 1: June 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i1.10370

Abstract

Tujuan dilakukan penelitian ini untuk mengetahui bagaimana pengaruh pembelajaran fisika dengan menggunakan metode cooperative learning tipe tari bambu tehadap hasil belajar fisika siswa kelas X SMA di salah satu sekolah di Lombok Tengah pada materi pokok listrik dinamis. Metode yang digunakan dalam penelitian ini adalah metode eksperimen semu. Populasi dalam penelitian ini adalah siswa kelas X dengan sampel kelas X2 sebagai kelompok eksperimen (n= 37) dan kelas X3 sebagai kelompok kontrol (n=38). Kelompok eksperimen dibelajarkan menggunakan pembelajaran cooperative learning tipe tari bamboo, sedangkan kelas kontrol dibelajarkan menggunakan metode ceramah. Hasil belajar fisika siswa diukur menggunakan 18 butir tes berbentuk pilihan ganda. Data dianalisis secara statistic menggunakan uji-t dengan mempertimbangkan uji prasyarat distribusi dan varian data penelitian dengan taraf signifikan 5%. Berdasarkan analisa data yang dilakukan didapat  = 8,69 dan  = 1,99. Dengan demikian hipotesis yang diajukan dalam penelitian ini dapat diterima kebenarannya, bahwa ada pengaruh positif dari penerapan model cooperative learning tipe tari bambu terhadap hasil belajar fisika siswa kelas X SMA.The Effect of Implementing the Bamboo Dance Type Cooperative Learning Model on High School Students' Physics Learning OutcomesAbstractThis research aimed to investigate the impact of physics learning using the cooperative learning method, precisely the bamboo dance type, on the physics learning outcomes of 10th-grade students in a high school in Central Lombok, focusing on dynamic electricity. The research employed a quasi-experimental method. The population consisted of 10th-grade students, with the X2 class as the experimental group (n=37) and the X3 class as the control group (n=38). The experimental group was taught using cooperative learning with the bamboo dance type, while the control group was conducted using the lecture method. Physics learning outcomes were measured using 18 multiple-choice test items. The data were statistically analyzed using the t-test, considering the prerequisites of distribution and data variance at a significance level of 5%. Based on the data analysis, the t-value was 8.69, and the t-table was 1.99. Thus, the hypothesis proposed in this study is accepted, indicating a positive influence of the cooperative learning model, precisely the bamboo dance type, on the physics learning outcomes of 10th-grade high school students.
Meningkatkan Pemahaman Konsep dan Kesadaran Metakognisi Siswa pada Materi Struktur Atom Melalui Pemodelan Musahidin, Musahidin; Muhali, Muhali; Asy’ari, Muhammad; Sukaisih, Roniati
Journal of Authentic Research Vol. 1 No. 1 (2022): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v1i1.637

Abstract

Pemahaman konsep siswa pada materi struktur atom tergolong rendah sehingga menyebabkan kesulitan siswa dalam mengkonstruksi pengetahuan baru. Siswa bahkan tidak dapat menangkap konsep inti dari keseluruhan konsep yang dipelajari. Penelitian ini bertujuan untuk meningkatkan pemahaman konsep dan kesadaran metakognisi siswa pada materi struktur atom. Penelitian tindakan kelas yang dilaksanakan dalam dua siklus dan melibatkan 30 siswa kelas X IPA SMAN 2 Pujut dilakukan untuk mencapai tujuan penelitian. Tes pemahaman konsep berupa lima butir soal uraian dan Metacognitive Awareness Inventory (MAI) diadmisnistrasikan pada setiap siklus penelitian untuk mengidentifikasi pemahaman konsep dan kesadaran metakognisi siswa. Data penelitian dianalisis secara deskriptif melalui penentuan skor dengan skala 100. Peningkatan pemahaman konsep dan kesadaran metakognisi siswa juga dianalisis dalam penelitian ini menggunakan persamaan n-gain. Hasil penelitian menunjukkan pemahaman konsep siswa mencapai rata-rata 65,20 (siklus I) dan 75,47 (siklus II), dengan persentase ketuntasan sebesar 73,33% (siklus I) dan 86,67 (siklus II). Pemahaman konsep siswa juga ditemukan mengalami peningkatan setelah pembelajaran dengan kategori medium (n-gain= 0,30). Di pihak lain, kesadaran metakognisi siswa juga mengalami peningkatan dengan kategori medium (n-gain= 0,35) dengan rata-rata 63,02 (siklus I) dan 76,25 (siklus II). Hasil temuan tersebut menunjukkan bahwa penerapan pembelajaran pemodelan dengan alat peraga kimia sederhana dapat meningkatkan pemahaman konsep dan kesadaran metakognitif siswa kelas X IPA SMAN 2 Pujut pada materi struktur atom. Enhancing Conceptual Understanding and Metacognitive Awareness of Students on Atomic Structure through Modeling Abstract Understanding of the concept among students in atomic structure is considered low, resulting in difficulties for students in constructing new knowledge. Students are unable to grasp the core concept of the overall concepts being taught. This research aims to improve students' understanding of the concept and metacognitive awareness in the topic of atomic structure. A classroom action research was conducted in two cycles, involving 30 students from the 10th grade of Science Program at SMAN 2 Pujut, to achieve the research objectives. A concept comprehension test consisting of five essay questions and the Metacognitive Awareness Inventory (MAI) were administered in each research cycle to identify students' concept understanding and metacognitive awareness. The research data were analyzed descriptively by scoring with a scale of 100. The improvement in students' concept understanding and metacognitive awareness was also analyzed in this research using the n-gain equation. The results of the study indicate that students' concept understanding reached an average score of 65.20 (cycle I) and 75.47 (cycle II), with a mastery percentage of 73.33% (cycle I) and 86.67% (cycle II). Students' concept understanding also showed an improvement after the instruction with a medium level of improvement (n-gain = 0.30). On the other hand, students' metacognitive awareness also experienced an improvement with a medium level of improvement (n-gain = 0.35), with an average score of 63.02 (cycle I) and 76.25 (cycle II). These findings indicate that the application of modeling learning with simple chemical models can enhance students' concept understanding and metacognitive awareness in the topic of atomic structure among 10th-grade students at SMAN 2 Pujut.
Dampak Penerapan Pembelajaran Kooperatif Tipe STAD terhadap Keterampilan Kolaborasi dan Hasil Belajar Siswa dalam Mata Pelajaran Fisika Prayogi, Saiful; Sukaisih, Roniati; Muhali, Muhali; Asy'ari, Muhammad
Journal of Authentic Research Vol. 3 No. 2 (2024): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i2.2126

Abstract

Penelitian ini mengkaji dampak penerapan model pembelajaran kooperatif tipe Student Teams-Achievement Divisions (STAD) terhadap keterampilan kolaborasi dan hasil belajar siswa dalam mata pelajaran fisika di tingkat sekolah menengah. Penelitian dilaksanakan dalam dua siklus, yang melibatkan 21 siswa kelas X MAN 3 Lombok Tengah. Pada Siklus I, hasil belajar kognitif menunjukkan bahwa hanya 38% siswa yang mencapai ketuntasan dengan nilai rata-rata 57,43. Namun, setelah penerapan model STAD pada Siklus II, terjadi peningkatan signifikan dengan 86% siswa mencapai ketuntasan dan nilai rata-rata meningkat menjadi 89,62. Selain itu, keterampilan kolaborasi siswa meningkat dari 56% pada Siklus I menjadi 74% pada Siklus II. Hasil ini menunjukkan bahwa model STAD efektif dalam meningkatkan keterampilan kolaborasi dan pemahaman konsep fisika yang kompleks. Penelitian ini menegaskan pentingnya pembelajaran kooperatif dalam pendidikan fisika, serta peran guru sebagai fasilitator dalam menciptakan lingkungan belajar yang kolaboratif dan mendukung. The Impact of the STAD Cooperative Learning Model on Students' Collaboration Skills and Academic Achievement in Physics Abstract This study examines the impact of implementing the Student Teams-Achievement Divisions (STAD) cooperative learning model on students' collaboration skills and learning outcomes in high school physics. The research was conducted over two cycles, involving 21 tenth-grade science students at MAN 3 Center Lombok. In Cycle I, cognitive learning outcomes showed that only 38% of students achieved mastery with an average score of 57.43. However, after applying the STAD model in Cycle II, there was a significant improvement, with 86% of students achieving mastery and the average score increasing to 89.62. Additionally, students' collaboration skills improved from 56% in Cycle I to 74% in Cycle II. These results indicate that the STAD model is effective in enhancing both collaboration skills and the understanding of complex physics concepts. This study underscores the importance of cooperative learning in physics education and the role of teachers as facilitators in creating a collaborative and supportive learning environment.
Co-Authors Asy’ari, Muhammad M. Muhali Muhammad Asy'ari Musahidin, Musahidin Ni Nyoman Sri Putu Verawati Prayogi, Saiful Rafsanjani, Hafsemi Samsun Hidayat