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M. Muhali
Universitas Pendidikan Mandalika
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The Impact of Guided-Discovery-Learning Model on Students' Conceptual Understanding and Critical Thinking Skills Muhali, Muhali; Prahani, Binar Kurnia; Mubarok, Husni; Kurnia, Nova; Asy’ari, Muhammad
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 3: November 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i3.581

Abstract

The current study describes how the guided-discovery-learning model impacts students' conceptual understanding (SCU) and students’ critical thinking skills (SCTS) on the topic of solubility. The quasi-experimental research with a posttest-only nonequivalent control group design was used in this study. The experimental group (45 students) and the control group (47 students) were selected by the saturated sampling technique. Data on SCU was collected using an objective true false test instrument with correction/proofing, while data on critical thinking skills was collected using an essay test instrument. The research data were analyzed descriptively and statistically (Mann-Whitney U). The research found the SCU (mean= 81.51 vs. mean= 72.81) and SCTS (mean= 70.46 vs. mean= 58.43) in the experimental group was better than the control group, both descriptively and statistically (p < 0.05). These findings indicate that the guided-discovery-learning model significantly impacted SCU and SCTS on the solubility topic.
Validitas perangkat pembelajaran berbasis pbl dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi Nur, Abdul Rais; Prayogi, Saiful; Asy'ari, Muhammad; Muhali, Muhali
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.v1i1.260

Abstract

Tujuan penelitian ini adalah untuk mengetahui karakteristik perangkat pembelajaran berbasis Problem Based Learning (PBL) dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi siswa. Penelitian ini merupakan penelitian deskriptif. Instrumen yang digunakan dalam penelitian ini berupa lembar validasi untuk mengevaluasi produk yang dihasilkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi. Produk yang dihasilkan divalidasi oleh tiga validator ahli dan satu praktisi. Data dianalisis secara deskriptif menggunakan rerata skor yang diberikan validator. Hasil penelitian menunjukkan bahwa produk yang dikembangkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi dinyatakan valid baik secara isi maupun konstruk sehingga dapat disimpulkan bahwa perangkat pembelajaran berbasis PBL dengan pendekatan konflik kognitif valid untuk membelajarkan kemampuan metakognisi.The validity of PBL based learning tools with cognitive conflict approaches to teach metacognition abilitiesAbstractThe purpose of this study was to determine the characteristics of Problem Based Learning (PBL) based learning tools with a cognitive conflict approach to teach students metacognition abilities. This research is descriptive research. The instrument used in this study was a validation sheet to evaluate the resulting products in the form of a syllabus, lesson plans, student activity sheets, and tests of metacognition knowledge. The resulting products were validated by three expert validators and one practitioner. Data were analyzed descriptively using the mean score given by the validator. The results showed that the products developed in the form of syllabus, learning plans, student activity sheets, and metacognition knowledge tests were declared valid both in content and construct, so it can be concluded that PBL-based learning tools with cognitive conflict approaches are valid for teaching metacognition abilities.
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.
Penerapan Pendekatan STML dengan Strategi Siklus Belajar Empiris-Induktif untuk Meningkatkan Hasil Belajar dan Literasi Sains-Teknologi Siswa Muhali, M.; Asy'ari, Muhammad
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.v2i1.473

Abstract

Penelitian ini bertujuan untuk (1) meningkatkan hasil belajar siswa, (2) meningkatkan literasi sains teknologi (LST) siswa, dan  (3) mendeskripsikan respon siswa terhadap penerapan pendekatan Sains Teknologi Masyarakat dan Lingkungan (STML) dengan strategi siklus belajar empiris-induktif dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Penelitian ini merupakan penelitian tindakan kelas, yang dilaksanakan dalam 2 (dua) siklus. Subyek penelitian ini adalah siswa kelas X MAN 3 Lombok Tengah tahun pelajaran 2020/2021 yang berjumlah 45 siswa. Instrument penelitian yang digunakan dalam penelitian ini berupa tes hasil belajar, tes literasi sains dan teknologi, dan angket respon. Data penelitian dianalisis secara deskriptif kuntitatif. Hasil penelitian menunjukkan bahwa penerapan pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan (1) hasil belajar, (2) LST dan (3) respon posistif siswa berdasarkan tinjauan peningkataan siklus I dan siklus II. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan hasil belajar, LST, dan respon positif siswa dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Application of STML Approach with Empirical-Inductive Learning Cycle Strategy to Improve Student's Learning Outcomes and Science-Technology Literacy Abstract This study aimed to (1) improve student learning outcomes, (2) improve students' science technology literacy (LST), and (3) describe student responses to the application of the Community and Environmental Science Technology (STML) approach with an empirical-inductive learning cycle strategy in learning physics on electrical circuit material and Ohm's law. This research is a classroom action research, which is carried out in 2 (two) cycles. The subjects of this study were students of class X MAN 3 Central Lombok in the academic year 2020/2021, totaling 45 students. The research instruments used in this study were learning outcomes tests, scientific and technological literacy tests, and response questionnaires. The research data were analyzed descriptively and quantitatively. The results showed that the application of the STML approach with an empirical-inductive learning cycle strategy could improve (1) learning outcomes, (2) LST and (3) students' positive responses based on a review of the improvement in cycle I and cycle II. Based on the results of the study, it can be concluded that the STML approach with the empirical-inductive learning cycle strategy can improve student learning outcomes, LST, and positive responses of students in learning physics on electrical circuits and Ohm's law material.
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.
Standar Isi Artikel Penelitian: Komponen Detail untuk Dipublikasikan di Jurnal Ilmiah Asy'ari, Muhammad; Bilad, Muhammad Roil; Muhali, Muhali
Empiricism Journal Vol. 3 No. 1: June 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v3i1.668

Abstract

Peningkatan publikasi ilmiah Indonesia pada jurnal ilmiah mengalami peningkatan pesat. Pada tahun 2019-2020, Indonesia bahkan berada pada peringkat 1 di ASEAN. Sayangnya peningkatan jumlah publikasi tersebut tidak dibarengi dengan peningkatan jumlah sitasi sehingga menunjukkan minimnya kualitas tulisan ilmiah Indonesia. Permasalahan tersebut dapat disebabkan oleh kurangnya kemampuan dalam menulis karya tulis ilmiah. Artikel ini bertujuan untuk menguraikan standar isi pada tiap komponen artikel ilmiah seperti abstrak, pendahuluan, metode, hasil dan pembahasan, dan kesimpulan/implikasi. Tiap komponen tersebut setidaknya berisi 200-250 kata yang terdiri dari 18 paragraf sehingga total jumlah kata pada satu artikel ilmiah adalah 3600-4500 kata. Detail isi pada setiap paragraph dijelaskan lebihlanjut pada artikel ini. Standard Content of Research Paper: Detail Component to Get Publish in Scientific Journal Abstract The increase of Indonesian scientific publications in scientific journals has increased rapidly. In 2019-2020, Indonesia is even ranked 1st in ASEAN. Unfortunately, the increase in the number of publications was not accompanied by an increase in the number of citations, thus indicating the low quality of Indonesian scientific writings. These problems can be caused by a lack of ability in writing scientific papers. This article aimed to describe the content standards for each component of scientific articles such as abstracts, introductions, methods, results and discussion, and conclusions/implications. The components of the scientific article must contain at least 200-250 words consisting of 18 paragraphs so that the total number of words in one scientific article is 3600-4500 words. Details of the contents of each paragraph are explained further in this article.
Korelasi Kesadaran Metakognisi dan Hasil Belajar Kognitif Peserta Didik dalam Pembelajaran Kimia selama Pandemi Covid-19 Muhali, Muhali; Ulfanita, Mila; Khaeruman, Khaeruman; Khery, Yusran
Empiricism Journal Vol. 3 No. 1: June 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v3i1.767

Abstract

Peneltian ini bertujuan untuk mengevaluasi hubungan antara kesadaran metakognisi dan hasil belajar peserta didik dalam pembelajaran kimia selama masa pandemic Covid-19 pada Tahun Pelajaran 2021-2022. Penelitian ini dilaksanakan dengan pendekatan ex-post facto dengan kerangka penelitian korelasional. Penelitian dilaksanakan di SMAN 1 Bolo dengan melibatkan 66 orang peserta didik kelas X sebagai subjek penelitian yang diambil secara jenuh. Data dianalisis secara deskriptif dan analisis korelasi product moment. Hasil penelitian menunjukkan bahwa rata-rata kesadaran metakognisi peserta didik sebesar 71. Hasil belajar peserta didik kelas pada semester ganjil dan genap berturut-turut 70 dan 63. Akan tetapi tidak ada korelasi antara kesadaran metakognisi dan hasil belajar kognitif peserta didik. Korelasi metakognisi terhadap hasil belajar peserta didik baik pada semester ganjil maupun genap, dengan nilai product moment berturut-turut -0,025 dan -0,094, lebih rendah daripada r kritis sebesar 0,239 pada DK 64 dan nilai signifikansi (p) 5 %. Hal ini menunjukkan bahwa pembelajaran Kimia di SMAN 1 Bolo selama masa pandemic covid-19 tidak seiring dengan pengembangan kesadaran metakognisi peserta didik terhadap pembelajaran. Correlation between Students Metacognitive Awareness and Cognitive Learning Outcomes on Chemistry Learning While Covid-19 Pandemic Abstract This study aims to evaluate the relationship between metacognitive awareness and student learning outcomes in chemistry learning during the Covid-19 pandemic in the 2021-2022 Academic Year. This research was carried out using an ex-post facto approach with a correlational research framework. The research was conducted at SMAN 1 Bolo involving 66 students of class X as research subjects who were taken saturated. Data were analyzed descriptively and product moment correlation analysis. The results showed that the average metacognitive awareness of students was 71. The average of students’ cognitive learning outcomes in odd and even semester was 70 and 63 respectively. However, there is no correlation between metacognitive awareness and students' cognitive learning outcomes. The correlation between metacognitive awareness and students' cognitive learning outcomes both in odd and even semester, with r product moment value -0.025 and -0.094 respectively, was lower than r critical 0,239 with df 64 and significance value (p) 5%. This shows that learning Chemistry at SMAN 1 Bolo during the COVID-19 pandemic is not in line with the development of students' metacognitive awareness of learning.
Analisis Kesulitan Siswa pada Pembelajaran Larutan Elektrolit dan Nonelektrolit di Masa Pandemi Covid-19 Menggunakan Model Discovery Learning Gollu, Angelia Apliana; Muhali, Muhali; Suryati, Suryati; Ahmadi, Ahmadi
Empiricism Journal Vol. 3 No. 2: December 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v3i2.1012

Abstract

Penelitian ini bertujuan untuk mengatahui kesulitan siswa memahami materi larutan elektrolit dan nonelektrolit di masa pandemi covid-19 dengan model Discovery learning di SMAN 1 Batu Layar tahun pelajaran 2021/2022. Subjek penelitian adalah seluruh siswa kelas X1 MIPA dengan jumlah 17 orang. Teknik pengumpulan data dilakukan dengan observasi, wawancara, dan soal tes pilihan ganda.Setelah memperoleh data dilakukan analisis dengan menggunakan Mc. Excel dan aplikasi SPSS. Hasil analisis data diperoleh kesulitan angka dan kesulitan dalam memahami rumus kimia zat sebesar 92,652%, selanjutnya kesulitan memahami istilah sebesar 72,06%, dan kesulitan memahami konsep sebesar 69,12%, serta kesulitan di masa pandemi covid-19 sebesar 76,47%. kesulitan siswa dimasa pandemi covid-19 yakni pembelajaran secara daring 82,35%, kesulitan karena koneksi internet 70,59%, dan kesulitan mengerjakan tugas yang menumpuk sebesar 76.47%. menurut hasil rekapitulasi pada model Discovery learning mampu mengingat lebih lama materi sebesar 92,652%, selanjutnya lebih cepat memahami materi sebesar 88,2% dan terakhir lebih aktif mengikuti pembelajaran sebesar 82,35%. Dari hasil analisis ini dapat disimpulkan bahwa siswa mengalami kesulitan terbesar pada materi larutan elektrolit dan nonelektrolit yakni kesulitan angka yang berkaitan dengan hitungan matematis dan menentukan rumus kimia zat dan pada pandemi covid-19 siswa mengalami kesulitan karena pembelajaran dilakukan secara online. Analysis of Students Difficulties in Learning Electrolyte and Non-electrolyte Solutions during the Covid-19 Pandemic Using the Discovery Learning Model Abstract This study aims to find out the difficulties of students understanding the material of electrolyte and nonelectrolyte solutions during the covid-19 pandemic with the Discovery learning model at SMAN 1 Batu Layar for the academic year 2021/2022. The research subjects were all students of class X1 Mathematics and Natural Sciences with a total of 17 people. Data collection techniques were carried out by observation, interviews, and multiple choice test questions. After obtaining the data, analysis was carried out using Mc. Excel and SPSS applications. The results of data analysis obtained that the difficulty of numbers and difficulties in understanding the chemical formula of substances was 92.652%, then the difficulty of understanding terms was 72.06%, and the difficulty of understanding concepts was 69.12%, and the difficulty during the covid-19 pandemic was 76.47%. . students' difficulties during the covid-19 pandemic, namely online learning 82.35%, difficulties due to internet connections 70.59%, and difficulties doing assignments that piled up by 76.47%. according to the recapitulation results, the Discovery learning model is able to remember material longer by 92.652%, then understands material more quickly by 88.2% and finally more actively participates in learning by 82.35%. From the results of this analysis, it can be concluded that students experience the biggest difficulties in electrolyte and nonelectrolyte solution materials, namely the difficulty of numbers related to mathematical calculations and determining chemical formulas of substances and in the covid-19 pandemic students have difficulty because learning is done online.
Co-Authors - Khaeruman Abdul Rais Nur Abdul Sakban Agus Muliadi AHMADI Ahmadi Ahmadi Ali, Nur Aini Abdurrahman Aminullah Aminullah Andriani, Mery Andriani, Reni Anita Fibonacci Aprilian, Malisa Asy’ari, Muhammad Azmi, Irham Baiq Mirawati Bayani, Faizul Bilad, Muhammad Roil Binar Kurnia Prahani Citra Ayu Dewi Dedi Sumarsono Delila Idsa Amara Raymanda Devi Yuliana, Devi Diah Lukitasari Duwi Purwati Febriani, Nadia Firdaus, Laras Fitriani, Herdiyana Gargazi Gargazi Gollu, Angelia Apliana Hambarwati, Sri Handayani, Anak Agung Ayu Trisna Helmi Rahmawati Hendrawani Hendrawani Herdina Fitriani Heswandi Heswandi Heswandi, Heswandi Hulyadi, Hulyadi Hunaepi, Hunaepi Husni Mubarok Husni Mubarok I Wayan Karmana Irma Utu Nganji Ismuliani, Ismuliani Istin Fitriana Aziza Iwan Doddy Dharmawibawa Joselevich, María Kerihi, Eka Citra Gayatri KETUT SUKARMA . Khaeruman Kurnia, Nova Laras Firdaus Laras Firdaus Laras Firdaus Laras Firdaus Linda Rahmawulan Malisa Aprilian Masiah Masiah Mery Andriani Mirawati, Baiq Muhamad Ikhsan Muhammad Asy'ari Muhammad Fuaddunazmi Muhammad Roil Bilad Muhammad Roil Bilad Muhammad Sabri Musahidin, Musahidin Ni Nyoman Sri Putu Verawati Nova Kurnia Nur, Abdul Rais Pahriah, Pahriah Prayogi, Saiful Raehanah Raehanah Raehanah Raehanah Rahma, Arinda Yusfika Rahmawulan, Linda Ratna Azizah Mashami Raymanda, Delila Idsa Amara Reni Andriani Rensani Taloin Retnasari, Baiq Ayu Rizal, Saipul Roniati Sukaisih Roniati Sukaisih Roniati Sukaisih Samsun Hidayat Samsun Hidayat Samsun Hidayat Sri Yuliani Astuti Sukaisih, Roniati Sukaisih, Roniati Sumarlin, Muhamad Suryati Suryati Suryati Suryati Taufik Samsuri Ulfanita, Mila Yeti Kurniasih Yuliana, Depi Yusran Khery Yusran Khery, Yusran Yusril Anwar