PENERAPAN MODEL PEMBELAJARAN BERBASIS PROYEK UNTUK MENINGKATKAN KETERAMPILAN METAKOGNITIF - Rahmawati, Yuli; Haryani, Sri (Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang, 2015)
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran berbasis proyek terhadap peningkatan keterampilan metakognitif siswa materi larutan penyangga dan hidrolisis di Suatu SMA di Bae Kudus. Penelitian yang digunakan adalah penelitian tindakan kelas pada kelas XI IPA 2 sebanyak 30 siswa. Penelitian tindakan kelas terdiri atas siklus I dengan materi larutan penyangga dan siklus II dengan materi hidrolisis. Metode pengumpulan data berupa tes kognitif berbentuk uraian, lembar pengamatan, dokumentasi dan angket. Keterampilan metakognitif diukur melalui tes kognitif berbentuk uraian dengan penilaian acuan kriteria yang dimodifikasi dari standard grade arrangement in science. Lembar pengamatan meliputi aspek afektif, psikomotorik, presentasi serta tugas proyek. Hasil penelitian menunjukkan bahwa sebanyak 19 dari 30 siswa keterampilan metakognitif meningkat. Pengamatan afektif, psikomotorik serta presentasi siswa dengan kriteria sangat tinggi meningkat menjadi lebih dari 8 siswa dan 30 siswa berhasil mengerjakan proyek. Hasil angket menunjukkan respon siswa sangat tinggi dengan jumlah respon antara 91â117. Kesimpulan dari penelitian ini adalah penerapan model pembelajaran berbasis proyek materi larutan penyangga dan hidrolisis meningkatkan keterampilan metakognitif siswa Suatu SMA di Bae Kudus.Â The purpose of this research is to know the application of project based learning to improve studentsâ metacognitive skill in teaching the material of buffer and hydrolysis at SMA Negeri in Bae Kudus. The research used is a classroom action research towards students of grade XI IPA 2 as many as 30 students. This action research consisted of two cycles. The first was cycle I; the teacher taught buffer and the second was cycle II; the teacher taught hydrolysis. The methods of collecting the data were in essay cognitive form, observation checklist, documentation and questionnaire. Metacognitive skill is measured by essay cognitive form test by using Criterion-Referenced Test which modified from standard grade arrangement in science. The observation checklist consisted of affective, psychomotor, presentation and project tasks aspect. The result that 19 of 30 students increased their metacognitive skill. The observation of effective, psychomotor, and presentation by high criterion greater than 8 students increased and 30 students were successfully working the project. The result of the questionnaire showed that the studentsâ responses were very high with a number of 91-117. The conclusion of this research is the application of project based learning in material of buffer and hydrolysis increase the studentsâ metacognitive skill of Suatu SMA di Bae Kudus.