SUMBANGAN METACOGNITIVE SELF-REGULATION DAN SELF-EFFICACY MAHASISWA TERHADAP HASIL BELAJAR KONSEP KIMIA DASAR (Jurnal Penelitian Pendidikan Matematika dan Sains, 2011)
Abstrak: kesulitan mahasiswa dalam memahami konsep tidak saja disebabkan kerena kegiatan proses pembelajaran di dalam kelas, tetapi ada penyebab lain yang terdapat di dalam diri mahasiswa. Penelitian ini bertujuan untuk mengetahui hubungan untuk mengetahui sumbangan metakoknitif pengaturan diri (metacognitive self-regulation) dan keyakinan diri (self-efficacy) mahasiswa terhadap hasil belajar konsep kimia dasar. Sebagai sasaran penelitian adalah mahasiswa S1 pogram studi pendidikan kimia yang memprogram mata kuliah kimia dasar 1 semester gasal tahun akademik 2010/2011. Pembelajaran yang dilakukan menggunakan resciprocal teaching, direct instraction dan koopertif tipe think pair share, selanjutnya diberikan tes hasil belajar konsep, angket metacognitive self-regulation dan Self-Efficacy. Hasil penelitian menunjukkan sumbangan metacognitive self-regulation (aspek perencanaan belajar, kemajuan belajar, dan menilai yang telah dipelajari) tehadap hasil belajar konsep kimia dasar berturut-turut sebesar 2,8%, 11%, dan 14%. Sedangakan sumbangan Self-Efficacy (aspek keyakinan menghadapi sitiuasi tidak menentu, keyakinan menggerakkan motivasi, keyakinan mencapai target, dan keyakinan mengatasi masalah) terhadap hasil belajar konsep kimia dasar berturut-turut sebesar 14%,9%,12%, dn 14%. Kata Kunci: Metakognitif, self-regulation, self-Efficacy, belajar konsep Abstract: Difficulty of student in comprehending concept is not only caused by activity of teaching and learning in class, but there are other causes in the student self. The aims of this research to know the contribution of student’s metacognitive self-regulation and self-efficacy to the study result concepts of basic chemistry. Research target is students of S1 Education of Chemistry of Academic Program Study 2010/2011. Teaching and learning process by using reciprocal teaching, direct instruction, and co-operative questionaire. The result of this research show that contribution of metacognitive self-regulation (plan to learn, watching progress of learning, and assess which have studied aspects) to the study result concepts of basic chemistry are 2,8%, 11%, 14%. Contribution in self-efficacy (uncertain situation handling, move motivation confidence, confidence of achiving goals, and confidence to overcome the problem aspects) to the study result concepts of basic chemistry are 14%, 9%, 12%, and 14%. Key word: Metacognitive, Self-Regulation, Seltf-Efficacy.