Amnah S., Sri (2009) Pengaruh pembelajaran kooperatif think pair share, jigsaw, kombinasi dengan strategi metakognitif, dan kemampuan akademik terhadap kesadaran metakognitif, keterampilan metakognitif, dan hasil belajar kognitif siswa di SMA Negeri kota Pekabaru Riau / Sri Amnah S. Doctoral thesis, Universitas Negeri Malang.
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ABSTRAK Amnah S. S. 2009. Pengaruh Pembelajaran Kooperatif Think-Pair-Share Jigsaw Kombinasi dengan Strategi Metakognitif dan Kemampuan Akademik terhadap Kesadaran Metakognitif Keterampilan Metakognitif dan Hasil Belajar Kognitif Siswa di SMA Negeri Kota Pekanbaru Riau. Disertasi Program Studi Pendidikan Biologi Program Pasca Sarjana Universitas Negeri Malang. Pembimbing (I) Prof. Dr. Aloysius Duran Corebima M.Pd. (II) Prof. Dra. Herawati Susilo M.Sc. Ph.D. (III) Dr. Siti Zubaidah M.Pd. Kata Kunci Metakognitif kooperatif Think-Pair-Share koopertif Jigsaw hasil belajar kognitif Kualitas kehidupan bangsa sangat ditentukan oleh faktor pendidikan. Keadaan dan mutu pendidikan bangsa Indonesia masih rendah termasuk di Propinsi Riau. Perbaikan mutu pendidikan perlu dilakukan dengan perbaikan pembelajaran dengan menggunakan strategi yang dapat mengaktifkan siswa seperti pembelajaran kooperatif. Penelitian ini menggunakan pembelajaran kooperatif Think Pair Share dan Jigsaw yang dipadu dengan strategi metakognitif (SM) untuk melihat pengaruhnya pada kemampuan akademik tinggi dan rendah terhadap kesadaran metakognitif keterampilan metakognitif dan hasil belajar siswa. Penelitian dilakukan dalam 2 tahap yaitu penelitian survai dan penelitian quasi eksperimen. Penelitian survai untuk mengetahui metode pembelajaran apa saja yang digunakan guru biologi dalam mengajar terutama kooperatif TPS dan Jigsaw dengan menyebarkan angket kepada seluruh guru biologi SMAN Kota Pekanbaru serta mengetahui kondisi kesadaran metakognitif siswa kelas XI dengan menggunakan inventori kesadaran metakognitif. Penelitian quasi eksperimen menggunakan rancangan pretest-postest nonequivalent control group desain faktorial 5x2. Populasi penelitian adalah semua siswa kelas XI SMAN Kota Pekanbaru yang berjumlah 13 SMA. Sampel ditentukan secara simple random sampling. Sekolah yang terpilih ada 5 kelas yaitu kelas XI di SMAN 2 SMAN 4 SMAN 7 SMAN 9 dan SMAN 10. Hasil penelitian survei menunjukkan kualitas guru biologi umumnya baik aktif dalam MGMP dan telah mengikuti berbagai pelatihan. Pembelajaran kooperatif kurang diminati guru. Jigsaw digunakan oleh 52 08% guru dan TPS 25%. 68 75% guru biologi tidak memahami arti metakognisi. Guru yang tidak pernah melatihkan strategi metakognitif pada siswanya sebanyak 68 75%. Siswa 1 21% masuk kategori Belum Berkembang Baik 16 39% Mulai Berkembang 75 36% OK dan 7 15% Super. Penelitian eksperimen menunjukkan tidak ada perbedaan kesadaran metakognitif pada siswa di setiap strategi pembelajaran. Nilai kesadaran metakognitif menunjukkan penurunan pada setiap strategi pembelajaran. Strategi TPS SM dan TPS menunjukkan potensi yang tertinggi dalam meningkatkan keterampilan metakognitif dan hasil belajar kognitif. Tidak ada perbedaan kesadaran dan keterampilan metakognitif serta hasil belajar siswa kemampuan akademik tinggi rendah. Tidak ada interaksi antara strategi pembelajaran dengan kemampuan akademik pada kesadaran dan keterampilan metakognitif serta hasil belajar kognitif siswa. Sesuai hasil penelitian peneliti menyarankan pada guru untuk menggunakan pembelajaran kooperatif TPS atau TPS SM yang paling tinggi hasilnya dalam meningkatkan keterampilan metakognitif dan hasil belajar kognitif siswa memperbanyak pemberian soal esai untuk meningkatkan keterampilan metakognitif siswa dan melatih strategi metakognitif pada siswanya. ABSTRACT Amnah S. S. 2009. The Effect of Cooperative Learning Think-Pair-Share Jigsaw Combination with Metacognitive Strategy and Academic Level on Metakognitive Awareness Metakognitive Skills and Cognitive Learning Result in State Senior High School in Pekanbaru City of Riau. Dissertation Study Program of Biologiy Post Graduate Program State University of Malang. Guidance Lecturer (I) Prof. Dr. Aloysius Duran Corebima M.Pd. (II) Prof. Dra. Herawati Susilo M.Sc. Ph.D. (III) Dr. Siti Zubaidah M.Pd. Kata Kunci Metacognitive cooperative think-pair-share cooperative jigsaw cognitive learning result. The quality of a nation is determined by education factors. The condition and education quality of Indonesia is still low including in Riau Province. The improvement of education quality can be conducted restructuring instructional processes by implementation of strategies that can activated students as in cooperative learning. This study uses cooperative learning combined with metacognitive strategy in order to know the effects of high or low academic level on metacognitive awareness metacognitive skills and the student s learning result. This study was conducted in two stages such as survey research and quasi experimental research. The purpose of the survey is to know the teaching methods that biology teachers used in their teaching especially the use of cooperative learning TPS and jigsaw by giving questionnaires to all teachers of Public High Schools in Pekanbaru and to know the condition of metacognitive awareness of biology students of grade XI by using the inventory of metacognitive awareness. The purpose of quasi experimental was to know the effect of Jigsaw strategy Jigsaw MS TPS TPS MS and control at the student academic level on metacognitive awareness metacognitive skills and students biology s resulted. Pretest-postest nonequivalent control group design 5x2 factorial version was used for the quasi experimental research. The population of the research was all of the grade XI students of 13 Public High Schools in Pekanbaru. The sample was determined by simple random sampling. There were five classes of five schools chosen. They re each of grades XI of SMAN 2 SMAN 4 SMAN 7 SMAN 9 SMAN 10. in Pekanbaru Riau. The survey research findings showed that the quality of Biology teachers were generally good tyey were active in MGMP and attended many kinds of trainings. The cooperative learning was rarely used by the teachers. Cooperative jigsaw was used by 52 08% of teachers and TPS was 25%. 68 75% of biology teachers didn t know the meaning of metacognition. Teachers who had never applied the metacognitive strategy to their students were 68 75%. 1 21% students were categorized as cannot really category 16 39% in developing category 75 36% was OK category and 7 15% was super category. The quasi experimental findings showed that there were no significant difference of metacognitive awareness in every learning strategies. There were decreases in metacognitive awareness in every learning strategies. TPS MS strategy and TPS showed the higher potential to increase the metacognitive skills and cognitive learning results. There were no difference in metacognitive awareness metacognitive skills and cognitive learning resulted of students with high and low academic level. There were no interaction effect beetween learning strategy and academic level on the metacognitive awareness metacognitive skills and cognitive learning resulted. According to the research findings the researcher suggests the teachers to use cooperative learning TPS or TPS SM which shows the greatest effect to increase metacognitive skills and cognitive learning result use many essay test to increase metacognitive skills and practice his/her students with metacognitive strategies.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Biologi (BIO) > S3 Pendidikan Biologi |
| Depositing User: | library UM |
| Date Deposited: | 01 Sep 2009 04:29 |
| Last Modified: | 09 Sep 2009 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64576 |
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