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Tasya Novian Indah Sari
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Metacognition Analysis of 7th Grade Students Junior High School After Applying Li-Pro-GP Learning Design Yuni Pantiwati; Endrik Nurrohman; Ribut Suprihatin; Tasya Novian Indah Sari
Jurnal Penelitian Pendidikan IPA Vol 9 No 1 (2023): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i1.2505

Abstract

Students' metacognitive abilities develop from the knowledge they have and the management of that knowledge. Knowledge management will lead to students' strategies and skills in solving problems and higher-order thinking skills. The students' metacognitive skills play a major role in activities involving cognitive abilities such as understanding, communicating, paying attention, remembering, and solving problems. This research was aimed to find out the metacognitive skill of 7th grade students of Junior High School 23 Malang after applying Li-Pro-GP (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) Learning Design. This is a descriptive qualitative research. It takes time from August to October 2021. This research was carried out at Junior High School 23 Malang. The population were 7th grade students and the sample were students of class VII.2 and VII.4. The research procedures included; 1) compiling MAI questionnaires to measure metacognitive ability in the form of short questions using likert scale (1-4), 2) giving students an instrument via Google Form before and after giving the Li-Pro-GP learning model. The instrument used to collect data was MAI (Metacognitive Awareness Inventory) from Schraw and Dennison. The method used to collect data is giving questionnaires to students. Data analysis technique was using Independent T test. The results of this study indicated that students' metacognitive abilities increased after the implementation of Li-Pro-GP learning model (sig 0.000 < 0.05). Apart from the research results obtained, further research can apply Li-Pro-GP model to teach other materials.
Mapping Metacognitive Levels of Students in Solving Gender-Based Inheritance Problems Tasya Novian Indah Sari
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.2950

Abstract

Metacognition ability has a strategic role in solving problems in learning, one of which is solving the problem of genetic inheritance. The aim of the study was to determine the metacognitive level in solving the problem of inheritance of class IX students based on gender. The quantitative descriptive research method was carried out at SMPN 1 Bendo December 2022-January 2023. The research population was 239 class IX students. The research sample was 239 class IX students using saturated sampling technique. Research instrument with metacognitive level essay questions in solving valid and reliable inheritance problems. Quantitative descriptive data analysis technique and one way ANOVA. The results showed that the highest percentage of male and female students' metacognitive levels was at the strategic use level and the lowest was at the reflective use level. Tacit use metacognitive level, the highest percentage of male students 27% and 22% of female students. The metacognitive level of aware use has the highest percentage of male students 21% and 20% female. Strategic use metacognitive level, highest percentage of male students 38% and lowest is female students, 42%. The highest percentage of metacognitive reflective use is 15% of male students and 15% of female students. The results of the one-way ANOVA test with an alpha of 5% showed no difference in metacognitive level in solving problems of inheritance based on the gender of male and female students.
Co-Authors Endrik Nurrohman Ribut Suprihatin Yuni Pantiwati