Pengembangan Model Pembelajaran Metakognitif-Kontekstual pada Keterampilan Menyimak Kritis bagi Mahasiswa - Muh. Syukri Gaffar; Jufri Jufri; Sakaria Sakaria (Indonesian Language Education and Literature, 2026)
Penelitian ini bertujuan untuk mengembangkan model metakognitif-kontekstual sebagai kerangka instruksional yang dirancang untuk meningkatkan keterampilan menyimak kritis mahasiswa. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE, dengan fokus pada tahapan analisis, desain, pengembangan, dan evaluasi. Subjek penelitian terdiri atas dua validator ahli dan 36 mahasiswa semester II mata kuliah Keterampilan Menyimak. Instrumen meliputi lembar observasi nonpartisipan, pedoman wawancara, lembar studi dokumen, kuesioner validasi ahli skala Likert 1–4 yang menilai tujuh komponen model (dasar teoretis, orientasi dan tujuan, prinsip reaksi, prosedur, sistem pendukung, implementasi instruksional, dan kejelasan linguistik), serta kuesioner respons dosen dan mahasiswa. Data kualitatif berupa transkrip wawancara, catatan lapangan, dan saran validator; data kuantitatif berupa skor validasi dan skor kepraktisan. Keabsahan data dijamin melalui triangulasi metode dan uji Cronbach's Alpha (α ≥ 0,70). Temuan menunjukkan model Metakognitif-kontekstual memperoleh rerata skor kevalidan 3,75 (sangat valid). Keterlaksanaan sintaks mencapai 91,7%, skor kepraktisan dosen 3,74 dan mahasiswa 3,55 (kategori sangat praktis). Selama implementasi, mahasiswa menunjukkan peningkatan dalam memantau pemahaman, mengidentifikasi argumen, dan merefleksikan strategi menyimak melalui journaling metakognitif. Berdasarkan hasil penelitian, model metakognitif-kontekstual dinilai valid dan praktis dalam meningkatkan keterampilan menyimak kritis mahasiswa di perguruan tinggi. Temuan ini menunjukkan bahwa model metakognitif-kontekstual adalah alternatif yang layak untuk diimplementasikan dalam pengajaran keterampilan menyimak di perguruan tinggi. Implikasi teoretis penelitian ini adalah rekonstruksi teori metakognitif dan teori kontekstual menjadi model pedagogis terintegrasi. Metacognitive-Contextual Model to Improve Critical Listening Skills in Higher Education This study aims to develop a metacognitive–contextual model as an instructional framework designed to improve students’ critical listening skills. This study employs a Research and Development (R&D) approach using the ADDIE model, focusing on the analysis, design, development, and evaluation phases. The study subjects consisted of two expert validators and 36 second-semester students enrolled in the Critical Listening Skills course. Instruments included a non-participant observation sheet, interview guidelines, a document analysis sheet, an expert validation questionnaire using a 1–4 Likert scale assessing seven model components (theoretical basis, orientation and objectives, reaction principles, procedures, support systems, instructional implementation, and linguistic clarity), as well as faculty and student response questionnaires. Qualitative data consisted of interview transcripts, field notes, and validator feedback; quantitative data consisted of validation scores and practicality scores. Data validity was ensured through methodological triangulation and Cronbach’s Alpha testing (α ≥ 0.70). The findings indicate that the metacognitive-contextual model achieved an average validity score of 3.75 (highly valid). Syntactic feasibility reached 91.7%, with faculty practicality scores of 3.74 and student scores of 3.55 (highly practical category). During implementation, students demonstrated improvement in monitoring comprehension, identifying arguments, and reflecting on listening strategies through metacognitive journaling. Based on the research results, the metacognitive-contextual model is deemed valid, practical, and potentially effective in enhancing students’ critical listening skills in higher education. These findings indicate that the metacognitive-contextual model is a viable alternative for implementation in teaching listening skills at the university level. The theoretical implications of this study are the reconstruction of metacognitive theory and contextual theory into an integrated pedagogical model.