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PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS METAKOGNITIF UNTUK MELATIHKAN KEJUJURAN SISWA Yasir, Mochammad; Ibrahim, Muslimin; Widodo, Wahono
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 5, No 2 (2016)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v5n2.p1009-1015

Abstract

The purpose of this research is produce Biology learning material based on metacognitive that valid, practical, and effective to practice reflective thinking skill. The development of learning material use the 4-D model and try out to do in class X 1 and X-2 of SMAN 1 Driyorejo second semester in academic year 2014/2015. Design of try out is One-Group Pretest-Posttest Design. The method of collecting data used document, observation, validation, test, and quetionnaires. The data analysis techniques used descriptive analysis of quantitative and qualitative. The results of this research are: 1) learning material developed has a valid category; 2) learning material in terms implementation of lesson plans category in feasibility and the activities of students according to the steps of metacognitive learning strategies with STAD cooperative model; and 3) the effectiveness of learning material in terms of: (a) improving student aspect of knowledge learning outcomes visible from the n-gain score with high category; (b) the completeness honesty of students respectively by 82.64% and 86.11% with the good category; c) the students responds toward material and implementation of learning positive. The conclusion is acquired from the results of this research show that the learning material based on metacognitive are proper valid, practical, and effective to practice reflective thinking skills of student. Tujuan penelitian ini untuk menghasilkan perangkat pembelajaran Biologi berbasis metakognitif yang valid, praktis, dan efektif untuk melatihkan kejujuran siswa. Pengembangan perangkat pembelajaran menggunakan model 4-D dan uji coba dilakukan di kelas X-1 dan X-2 SMAN 1 Driyorejo semester genap tahun ajaran 2014/2015 dengan rancangan penelitian One-Group Pretest-Posttest Design. Pengumpulan data menggunakan metode dokumen, observasi, validasi, tes, dan angket. Teknik analisis data   menggunakan  analisis   deskriptif   kuantitatif   dan   kualitatif.   Hasil   penelitian   menunjukkan: 1) perangkat pembelajaran yang dikembangkan berkategori valid;   2) perangkat pembelajaran ditinjau dari keterlaksanaan RPP berkategori praktis dan aktivitas siswa sesuai pada tahap-tahap strategi belajar metakognitif dengan model kooperatif tipe STAD; dan 3) keefektifan perangkat pembelajaran ditinjau dari: (a) peningkatan hasil belajar aspek pengetahuan siswa terlihat dari n-gain dengan kategori tinggi; (b) ketuntasan kejujuran siswa masing-masing sebesar 82,64% dan 86,11% dengan kategori baik; dan (e) respon siswa terhadap perangkat dan pelaksanaan pembelajaran positif. Simpulan yang diperoleh dari hasil penelitian menunjukkan bahwa perangkat pembelajaran berbasis metakognitif yang dikembangkan layak valid, praktis, dan efektif untuk melatihkan kejujuran siswa
PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS METAKOGNITIF UNTUK MELATIHKAN KETERAMPILAN BERPIKIR REFLEKTIF SISWA SMA Yasir, Mochammad; Ibrahim, Muslimin; Widodo, Wahono
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 20, No 2 (2015): Jurnal Pengajaran MIPA - Oktober 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.580

Abstract

The aim of this research was to develop and implement biology learning materials based on metacognitive strategy. The learning material was developed by using 4-D model, including the Definition, Design, Develop phase, whereas the Disseminate phase was not conducted because this research is classified as the development research. This research was conducted in one of the senior high schools in East Java. Validating, observing, and giving questionnaire were implemented to collect various information during implementation of the learning materials. The findings from this research showed that the learning materials are valid, practical, and effective in empowering students both in terms of attention and learning outcomes. There were several obstacles occurred during the implementation of the learning materials, i.e. students were confused of new task and learning strategy and were not accostumed in correcting and acknowledged their own mistakes. Alternative solutions were given by providing guidance and information to students about learning using metacognitive strategy, so that students were expected to follow the learning with ease, as well as to train their reflective thinking skill and using an analogy which easier to understand.ABSTRAKPenelitian ini bertujuan untuk menghasilkan dan mengimplementasikan perangkat pembelajaran Biologi berbasis metakognitif. Pengembangan perangkat pembelajaran menggunakan model 4-D, meliputi tahap pendefinisian (Definition), perancangan (Design), dan pengembangan (Develop), sedangkan tahap penyebaran (Disseminate) tidak dilakukan karena penelitian ini tergolong penelitian pengembangan. Penelitian dilakukan di salah satu Sekolah Menengah Atas (SMA) Negeri di Jawa Timur. Observasi, angket, dan tes digunakan untuk mengumpulkan variasi informasi selama implementasi perangkat pembelajaran. Hasil penelitian menunjukkan perangkat pembelajaran ini valid, praktis, dan efektif untuk melatihkan keterampilan berpikir reflektif. Terdapat hambatan yang ditemui selama implementasi perangkat pembelajaran. Beberapa siswa bingung akan tugas dan strategi belajar baru, dan belum terbiasa mengoreksi dan mengakui kesalahan diri sendiri. Alternatif solusi yang diberikan dengan memberikan pengarahan dan informasi kepada siswa tentang pembelajaran menggunakan strategi metakognitif dengan harapan siswa lebih mudah dalam mengikuti pembelajaran, memberikan bimbingan untuk melatih keterampilan berpikir reflektif, dan membuat analogi yang mudah dipahami siswa.
PENGEMBANGAN LEMBAR KERJA SISWA (LKS) BERBASIS STRATEGI BELAJAR METAKOGNITIF UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI PEWARISAN SIFAT MANUSIA MOCHAMMAD YASIR
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol 2 No 1 (2013)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Majority of students get difficulty in learning human characterictic inheritance matter. One of possible reason is student worksheet decrease make student for understanding about matter. Based on this problem objective of this research were to develop student worksheet principle metacognitive learn strategy and describe it feasibility theoretically and empirically to promoted student learn result in human characterictic inheritance matter. This was development research, which develop student worksheet principle metacognitive learn strategy that developed by 3-D model. The results of this research indicated that student worksheet principle metacognitive learn strategy was theoretically feasible for the learning process with the percentage’s 91% (category: very feasible) and empirically based on learn result indicator complete 99,31%. Key words: student worksheet principle metacognitive learn strategy,metacognitive, metacompre hension.
PENGEMBANGAN LEMBAR KERJA SISWA (LKS) BERBASIS STRATEGI BELAJAR METAKOGNITIF UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI PEWARISAN SIFAT MANUSIA YASIR, MOCHAMMAD
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol 2 No 1 (2013)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Majority of students get difficulty in learning human characterictic inheritance matter. One of possible reason is student worksheet decrease make student for understanding about matter. Based on this problem objective of this research were to develop student worksheet principle metacognitive learn strategy and describe it feasibility theoretically and empirically to promoted student learn result in human characterictic inheritance matter. This was development research, which develop student worksheet principle metacognitive learn strategy that developed by 3-D model. The results of this research indicated that student worksheet principle metacognitive learn strategy was theoretically feasible for the learning process with the percentage’s 91% (category: very feasible) and empirically based on learn result indicator complete 99,31%. Key words: student worksheet principle metacognitive learn strategy,metacognitive, metacompre hension.
METACOGNITIVE SKILL ON STUDENTS OF SCIENCE EDUCATION STUDY PROGRAM: EVALUATION FROM ANSWERING BIOLOGICAL QUESTIONS Yasir, Mochammad; Fikriyah, Aida; Qomaria, Nur; Al Haq, Aushia Tanzih
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 6, No 1 (2020): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v6i1.10081

Abstract

The metacognitive skill is a competency that must be mastered by students of educational program so that they are able to empower this competency in their students later. The purpose of this study was to analyze the metacognitive skill profile of students of the Science Education program at the University of Trunojoyo, Madura-Indonesia. The research involved 110 students as the research subject. Data were collected using metacognitive awareness inventory then analysed using descriptive quantitative method. The results indicated that students? metacognitive skill improved well (71.93%). Furthermore, the metacognitive skill in every component also enhanced well (64.53 - 75.81%), and the ?debugging strategies? in this skill developed excellently (88.30%). To sum up, the metacognitive skill on students of science education study program at University of Trunojoyo Madura enhanced well.
PELATIHAN PENULISAN KARYA TULIS ILMIAH GURU BIOLOGI SMA SE-KABUPATEN SIDOARJO Yasir, Mochammad
Jurnal Ilmiah Pangabdhi Vol 6, No 1: April 2020
Publisher : LPPM Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/pangabdhi.v6i1.7052

Abstract

Rendahnya golongan guru di atas IV-a disebabkan oleh ketidakmampuan guru dalam membuat karya tulis ilmiah. Karya tulis ilmiah yang dibuat berdasarkan hasil Penelitian Tindakan Kelas (PTK) selama mengajar. Tujuan kegiatan ini ialah untuk melatih guru-guru Biologi SMA se-Kabupaten Sidoarjo dalam menulis karya ilmiah dengan baik dan benar dari hasil PTK atau Lesson Study yang pernah dilakukan dan untuk mendeskripsikan respon peserta terhadap kegiatan pelatihan. Metode pelaksanaan dibagi menjadi tiga tahap, yakni Tahap Persiapan, Tahap Pelaksanaan, dan Tahap Evaluasi. Kegiatan pelatihan menghasilkan 3 artikel ilmiah karya guru. Satu artikel ilmiah belum sesuai dengan kaidah penulisan artikel ilmiah yang baik dan benar, satu artikel memiliki isi dan format yang lebih mirip proposal penelitian, dan satu artikel yang sudah sesuai dengan kaidah penulisan artikel ilmiah yang baik dan benar. Sementara itu, sebanyak 86,50% peserta tertarik terhadap pelatihan yang dilakukan. Lalu, sebanyak 92,54% peserta menyatakan materi yang disajikan dapat dipahami/jelas. dan 91,51% peserta menyatakan peserta puas terhadap pelatihan penulisan yang dilakukan.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS METAKOGNITIF UNTUK MELATIHKAN KEJUJURAN SISWA Yasir, Mochammad; Ibrahim, Muslimin; Widodo, Wahono
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 5, No 2 (2016)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v5n2.p1009-1015

Abstract

The purpose of this research is produce Biology learning material based on metacognitive that valid, practical, and effective to practice reflective thinking skill. The development of learning material use the 4-D model and try out to do in class X 1 and X-2 of SMAN 1 Driyorejo second semester in academic year 2014/2015. Design of try out is One-Group Pretest-Posttest Design. The method of collecting data used document, observation, validation, test, and quetionnaires. The data analysis techniques used descriptive analysis of quantitative and qualitative. The results of this research are: 1) learning material developed has a valid category; 2) learning material in terms implementation of lesson plans category in feasibility and the activities of students according to the steps of metacognitive learning strategies with STAD cooperative model; and 3) the effectiveness of learning material in terms of: (a) improving student aspect of knowledge learning outcomes visible from the n-gain score with high category; (b) the completeness honesty of students respectively by 82.64% and 86.11% with the good category; c) the students responds toward material and implementation of learning positive. The conclusion is acquired from the results of this research show that the learning material based on metacognitive are proper valid, practical, and effective to practice reflective thinking skills of student. Tujuan penelitian ini untuk menghasilkan perangkat pembelajaran Biologi berbasis metakognitif yang valid, praktis, dan efektif untuk melatihkan kejujuran siswa. Pengembangan perangkat pembelajaran menggunakan model 4-D dan uji coba dilakukan di kelas X-1 dan X-2 SMAN 1 Driyorejo semester genap tahun ajaran 2014/2015 dengan rancangan penelitian One-Group Pretest-Posttest Design. Pengumpulan data menggunakan metode dokumen, observasi, validasi, tes, dan angket. Teknik analisis data   menggunakan  analisis   deskriptif   kuantitatif   dan   kualitatif.   Hasil   penelitian   menunjukkan: 1) perangkat pembelajaran yang dikembangkan berkategori valid;   2) perangkat pembelajaran ditinjau dari keterlaksanaan RPP berkategori praktis dan aktivitas siswa sesuai pada tahap-tahap strategi belajar metakognitif dengan model kooperatif tipe STAD; dan 3) keefektifan perangkat pembelajaran ditinjau dari: (a) peningkatan hasil belajar aspek pengetahuan siswa terlihat dari n-gain dengan kategori tinggi; (b) ketuntasan kejujuran siswa masing-masing sebesar 82,64% dan 86,11% dengan kategori baik; dan (e) respon siswa terhadap perangkat dan pelaksanaan pembelajaran positif. Simpulan yang diperoleh dari hasil penelitian menunjukkan bahwa perangkat pembelajaran berbasis metakognitif yang dikembangkan layak valid, praktis, dan efektif untuk melatihkan kejujuran siswa
Analisis Atensi Calon Guru IPA melalui Strategi Metakognitif dalam Pembelajaran Ekologi Yasir, Mochammad
Jurnal Inovasi Pembelajaran Biologi Vol 1, No 1 (2020)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan menganalisis atensi pada mahasiswa calon guru IPA di Universitas Trunojoyo Madura melalui strategi metakognitif. Atensi yang dianalisis berupa atensi berkelanjutan dan atensi eksekutif di dua kelas (A dan B). Strategi metakognitif yang dilakukan dengan melatih mahasiswa untuk merencanakan strategi belajar sesuai gaya kognitif belajar, memantau kemajuan belajar, dan melakukan pengaturan kognitif. Penelitian ini melibatkan 76 mahasiswa sebagai subjek. Data dikumpulkan dengan menggunakan observasi dan angket, kemudian dianalisis dengan menggunakan metode deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa atensi mahasiswa calon guru IPA meningkat dengan baik (84.37%). Atensi kelas A mencapai 82.88%, sedangkan di kelas B mencapai 85.86%. Selain itu, atensi eksudatif (85,36) lebih meningkat dengan baik daripada atensi berkelanjutan (84.37). Singkatnya, atensi calon guru IPA melalui strategi metakognitif meningkat dengan baik.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS METAKOGNITIF UNTUK MELATIHKAN KETERAMPILAN BERPIKIR REFLEKTIF SISWA SMA Yasir, Mochammad; Ibrahim, Muslimin; Widodo, Wahono
Jurnal Pengajaran MIPA Vol 20, No 2 (2015): JPMIPA: Volume 20, Issue 2, 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.36240

Abstract

ABSTRAKPenelitian ini bertujuan untuk menghasilkan dan mengimplementasikan perangkat pembelajaran Biologi berbasis metakognitif. Pengembangan perangkat pembelajaran menggunakan model 4-D, meliputi tahap pendefinisian (Definition), perancangan (Design), dan pengembangan (Develop), sedangkan tahap penyebaran (Disseminate) tidak dilakukan karena penelitian ini tergolong penelitian pengembangan. Penelitian dilakukan di salah satu Sekolah Menengah Atas (SMA) Negeri di Jawa Timur. Observasi, angket, dan tes digunakan untuk mengumpulkan variasi informasi selama implementasi perangkat pembelajaran. Hasil penelitian menunjukkan perangkat pembelajaran ini valid, praktis, dan efektif untuk melatihkan keterampilan berpikir reflektif. Terdapat hambatan yang ditemui selama implementasi perangkat pembelajaran. Beberapa siswa bingung akan tugas dan strategi belajar baru, dan belum terbiasa mengoreksi dan mengakui kesalahan diri sendiri. Alternatif solusi yang diberikan dengan memberikan pengarahan dan informasi kepada siswa tentang pembelajaran menggunakan strategi metakognitif dengan harapan siswa lebih mudah dalam mengikuti pembelajaran, memberikan bimbingan untuk melatih keterampilan berpikir reflektif, dan membuat analogi yang mudah dipahami siswa. ABSTRACTThe aim of this research was to develop and implement biology learning materials based on metacognitive strategy. The learning material was developed by using 4-D model, including the Definition, Design, Develop phase, whereas the Disseminate phase was not conducted because this research is classified as the development research. This research was conducted in one of the senior high schools in East Java. Validating, observing, and giving questionnaire were implemented to collect various information during implementation of the learning materials. The findings from this research showed that the learning materials are valid, practical, and effective in empowering students both in terms of attention and learning outcomes. There were several obstacles occurred during the implementation of the learning materials, i.e. students were confused of new task and learning strategy and were not accostumed in correcting and acknowledged their own mistakes. Alternative solutions were given by providing guidance and information to students about learning using metacognitive strategy, so that students were expected to follow the learning with ease, as well as to train their reflective thinking skill and using an analogy which easier to understand.