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HUBUNGAN ANTARA KETERAMPILAN METAKOGNITIF DAN RETENSI SISWA DALAM STRATEGI PEMBELAJARAN RECIPROCAL TEACHING DIPADU JIGSAW DIKELAS X SMAN 7 MALANG Wicaksono, Azizul Ghofar Candra; Corebima, Aloysius Duran
BIOMA Vol 4, No 1, April (2015): Bioma
Publisher : BIOMA

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This research was aimed to reveal the relationship betweenmetacognitive skill and retention in reciprocal teaching-jigsawstrategy.Metacognitive skill acted as predictor and retention asdependent variable. The learning process was held during onesemester and applied reciprocal teaching strategy combined withjigsaw. The subject of this research was 32 first years students in 7thstate senior high school of Malang. Instruments used in this researchwas essay test with metacognitive rubric to measure metacognitiveskill and essay test given in three weeks after the end of learningprocess to measure studentâs retention. The research showed thatmetacognitive skill had a positive correlation with retention. Thus itcould be said that metacognitive skill is needed to improve studentâsretention.Keywords: metacognitive skill, student retention, reciprocalteaching-jigsaw strategy

METACOGNITIVE SKILLS AND MOTIVATION DIFFERENCES BETWEEN MALE AND FEMALE Xth GRADE STUDENT OF PUBLIC SENIOR HIGH SCHOOL IN MALANG THROUGH READING QUESTIONING AND ANSWERING (RQA) COMBINED WITH THINK PAIR SHARE (TPS) LEARNING STRATEGY Syarifah, Hindun; Indriwati, Sri Endah; Corebima, Aloysius Duran
Jurnal Pendidikan Biologi Indonesia Vol 2, No 1 (2016): MARCH
Publisher : University of Muhammadiyah Malang

Student diversity issue in school is one of the subjects in educational research. The quite apparent problem of student diversity in the school is gender differences. Male and female are different in some ways. Several studies have revealed the influence of gender differences on a wide range of students abilities. Mahanal (2011) revealed that there was an effect of gender differences on metacognition skills and critical thinking abilities of high school students in Malang city. This research is aimed to determine the metacognition skills and motivation differences of male and female student on the biology subject through the implementation of Reading Questioning and Answering (RQA) combined with Think Pair Share (TPS) learning strategies. This research used quasy-experiment of pre test- post test nonequivalent group design. The research populations were all of

ANALISIS PERSEPSI MAHASISWA DAN DOSEN TERHADAP MOTIVASI BELAJAR PADA PERKULIAHAN FISIOLOGI HEWAN Amin, Astuti Muhammad; Corebima, Aloysius Duran; Zubaidah, Siti; Mahanal, Susriyati
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol 1, No 2 (2017): Volume 1, No. 2 (2017): Second Edition
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya

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Persepsi peserta didik mengenai nilai dari pembelajaran sains secara langsung terkait dengan upaya dan keuletan yang ditunjukkan oleh peserta didik. Tujuan penelitian ini adalah untuk mengetahui sejauhmana persepsi mahasiswa dan dosen pada perkuliahan biologi khususnya pada mata kuliah Fisiologi Hewan. Metode yang digunakan adalah deskriptif kuantitatif dengan metode survei dan observasi. Penelitian ini dilaksanakan pada bulan Desember 2015 hingga Juni 2016 di Universitas Islam Negeri (UIN) Alauddin Makassar; UPRI Makassar, STKIP PI Makassar. Subjek penelitian adalah 349 mahasiswa biologi dan 46 dosen biologi. Hasil angket mahasiswa menunjukkan bahwa aspek percaya diri mahasiswa untuk aktif dalam diskusi kelas masih rendah dengan rata-rata perolehan 28.30%; keberanian mahasiswa dalam mengajukan pertanyaan/pendapat dalam diskusi kelas dengan rata-rata 28.70%; hanya sekitar 27.14% mahasiswa yang memiliki persepsi bahwa strategi belajar yang digunakan oleh dosen selama pembelajaran dapat membantu mereka dalam memahami materi Fisiologi Hewan; 79.61% mahasiswa beranggapan bahwa frekuensi penggunaaan metode ceramah oleh dosen sangat dominan dalam perkuliahan Fisiologi Hewan; Sekitar 55.39% dosen masih beranggapan bahwa mahasiswa sulit memahami materi jika tidak dijelaskan secara keseluruhan. Sementara itu, hasil angket dosen diperoleh informasi bahwa sekitar 47.65% dosen mengukur motivasi belajar mahasiswa dan 41.84% diantaranya mengalami kesulitan dalam mengukur motivasi belajar mahasiswa dalam proses pembelajarannya. Data ini kemudian menjadi komponen awal dan mendasar bagi peneliti untuk mengidentifikasi aspek keterbutuhan mahasiswa terhadap perbaikan proses pembelajaran biologi. Kata kunci: analisis persepsi, motivasi belajar, fisiologi hewan

ANALISIS PERSEPSI MAHASISWA DAN DOSEN TERHADAP MOTIVASI BELAJAR PADA PERKULIAHAN FISIOLOGI HEWAN Amin, Astuti Muhammad; Corebima, Aloysius Duran; Zubaidah, Siti; Mahanal, Susriyati
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol 1, No 2 (2017): Volume 1, No. 2 (2017): Second Edition
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v1n2.p%p

Persepsi peserta didik mengenai nilai dari pembelajaran sains secara langsung terkait dengan upaya dan keuletan yang ditunjukkan oleh peserta didik. Tujuan penelitian ini adalah untuk mengetahui sejauhmana persepsi mahasiswa dan dosen pada perkuliahan biologi khususnya pada mata kuliah Fisiologi Hewan. Metode yang digunakan adalah deskriptif kuantitatif dengan metode survei dan observasi. Penelitian ini dilaksanakan pada bulan Desember 2015 hingga Juni 2016 di Universitas Islam Negeri (UIN) Alauddin Makassar; UPRI Makassar, STKIP PI Makassar. Subjek penelitian adalah 349 mahasiswa biologi dan 46 dosen biologi. Hasil angket mahasiswa menunjukkan bahwa aspek percaya diri mahasiswa untuk aktif dalam diskusi kelas masih rendah dengan rata-rata perolehan 28.30%; keberanian mahasiswa dalam mengajukan pertanyaan/pendapat dalam diskusi kelas dengan rata-rata 28.70%; hanya sekitar 27.14% mahasiswa yang memiliki persepsi bahwa strategi belajar yang digunakan oleh dosen selama pembelajaran dapat membantu mereka dalam memahami materi Fisiologi Hewan; 79.61% mahasiswa beranggapan bahwa frekuensi penggunaaan metode ceramah oleh dosen sangat dominan dalam perkuliahan Fisiologi Hewan; Sekitar 55.39% dosen masih beranggapan bahwa mahasiswa sulit memahami materi jika tidak dijelaskan secara keseluruhan. Sementara itu, hasil angket dosen diperoleh informasi bahwa sekitar 47.65% dosen mengukur motivasi belajar mahasiswa dan 41.84% diantaranya mengalami kesulitan dalam mengukur motivasi belajar mahasiswa dalam proses pembelajarannya. Data ini kemudian menjadi komponen awal dan mendasar bagi peneliti untuk mengidentifikasi aspek keterbutuhan mahasiswa terhadap perbaikan proses pembelajaran biologi. Kata kunci: analisis persepsi, motivasi belajar, fisiologi hewan

PENGARUH MODEL PEMBELAJARAN RQAAD TERHADAP MOTIVASI BELAJAR DAN KETERAMPILAN METAKOGNITIF MAHASISWA MATA KULIAH STRATEGI BELAJAR MENGAJAR BIOLOGI Siswati, Bea Hana; Hariyadi, Slamet; Corebima, Aloysius Duran
Jurnal Pendidikan Biologi Vol 12, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um052v12i2p129-135

Abstrak. Pembelajaran yang bermakna adalah pembelajaran yang dapat dengan mudah dipahami oleh peserta didik dan informasi-informasi yang diperoleh bisa bertahan lama di dalam Long Term Memory (LTM) peserta didik. Pembelajaran di masa pandemic Covid-19 yang dilakukan secara daring tentu tidak berbeda dengan pembelajaran yang dilakukan secara luring. Suatu model/strategi pembelajaran tetap bisa digunakan dalam pembelajaran, termasuk juga model pembelajaran RQAAD (Reading, Questioning, Answering, Analyzing, Discussing). Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran RQAAD terhadap motivasi belajar dan keterampilan metakognisi mahasiswa. Penelitian ini menggunakan penelitian kuasi eksperimen yang membandingkan kelas yang diberi perlakuan menggunakan model pembelajaran RQAAD dan yang tidak menggunakannya. Motivasi belajar mahasiswa diukur dengan skala motivasi sedangkan keterampilan metakognitif diukur dengan rubrik keterampilan metakognitif. Penelitian dilakukan pada mahasiswa semester 3 tahun akademik 2020/2021 yang terdiri dari 62 mahasiswa. Pembelajaran RQAAD terbukti berpengaruh signifikan terhadap motivasi belajar dan keterampilan metakognitif mahasiswa yang menempuh matakuliah Strategi Belajar Mengajar Biologi. Rerata skor terkoreksi motivasi belajar kelas eksperimen 5,61 persen lebih tinggi dari kelas kontrol dan rerata terkoreksi keterampilan metakognitif kelas eksperimen 16,01 persen lebih tinggi dibanding kelas kontrol.Abstract. Learning during the COVID-19 pandemic that is done online is certainly no different from learning that is done offline. A learning model/strategy can still be used in learning, including the RQAAD (Reading, Questioning, Answering, Analyzing, Discussing) learning model. This study aims to determine the effect of the RQAAD learning model on student motivation and metacognitive skills. The research method used is quasi-experimental by comparing classes that are treated using the RQAAD learning model and those who do not. Student learning motivation is measured by the motivation scale while metacognitive skills are measured by the metacognitive skills rubric. The research was conducted on 3rd semester students of the 2020/2021 academic year consisting of 62 students. Learning RQAAD proved to have a significant effect on learning motivation and metacognitive skills of students taking Biology Teaching and Learning Strategies Course. The mean score of corrected learning motivation in the experimental class is 5.61 percent higher than the control class and the average corrected metacognitive skill in the experimental class is 16.01 percent higher than the control class.

Effect of reading strategies, questioning, answering combined with think pair share against metacognitive skills, cognitive learning outcomes and retention Hetharia, Monica; Corebima, Aloysius Duran; Gofur, Abdul
BIOEDUPAT: Pattimura Journal of Biology and Learning Vol 4 No 2 (2024): Bioedupat : Pattimura Journal of Biology and Learning
Publisher : Program Studi Pendidikan Biologi, Pascasarjana, Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/bioedupat.v4.i2.pp207-213

The tendency of Natural Science Learning, especially biology today is students only studying biology as a product, memorize concepts, theories and laws. Facts in the field also found that teachers have not empowered the students' potential. Consequently metacognitive skills, cognitive learning outcomes, and low student retention. It takes a learning model that can improve and empower the students' potential. The application of Reading Questioning Answering learning strategies combined with Think Pair Share may increase metacognitive skills, cognitive learning outcomes, and student retention.This study used a quasi-experiment approach (quasi experimental) with a design of non-equivalent pretest-posttest control group design. The research was conducted in the second semester of the academic year 2014/2015 at the high school level in the city of Ambon. The application on the three schools was as follows: SMA N 4 Ambon: RQA, SMA N 5 Ambon: RQA combined with TPS, SMAN 14 Ambon: conventional.The results showed that there is influence of RQA combined with TPS learning model against metacognitive skills, there is the influence of RQA combined with learning model of TPS against cognitive learning outcomes, but there is no influence of RQA combined with learning model of TPS on the retention of students.

Obstacles of Biology Student Teachers during the Course of Biology Learning Strategies and Its Solution SUGIHARTO, BOWO; COREBIMA, ALOYSIUS DURAN; SUSILO, HERAWATI; IBROHIM, IBROHIM
Bioedukasi: Jurnal Pendidikan Biologi Vol 9, No 2 (2016): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v9i2.4010

Biology Learning Strategy (BLS) is an important course that constitutes the competence of biology student teachers, especially pedagogy competence. This study aims to describe the learning strategy of the biology teacher candidates, problems they encountered, and the chosen learning solution in BLS course. This explorative survey was conducted in March-April 2016. The study involved 176 participants. The participants were students of 4th semester biology student teachers who took BLS course. The data were collected by using a semi-open and open questionnaire. The analysis of the data was qualitative data analysis model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions and verification. The study concludes that the percentage of the way the students learned BLS by understanding is 53.4%, memorizing and understanding is 36.9%, memorizing only is 5.7%, and the other is 7%. Problems experienced by the students in learning BLS include discomfort during a rowdy class, lack of ability to understand, lack of confidence to perform, lack of ability to choose a strategy or apply the materials in the practice, as well as the difficulty to memorize. The way to overcome the problems in learning BLS is quite various and it can be classified into four categories namely changing learning strategies, increasing the intensity of learning, improving motivation, and increasing the frequency of exercise.

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