KESADARAN METAKOGNITIF MEMBACA DAN KEMAMPUAN MEMAHAMI TEKS SAINS PADA MAHASISWA PENDIDIKAN FISIKA

  • Wahyuni Handayani UIN Sunan Gunung Djati Bandung
  • Wawan Setiawan Universitas Pendidikan Indonesia
    (ID)
  • Parlindungan Sinaga UPI Bandung
  • Andi Suhandi UPI Bandung

Abstract

Membaca melibatkan proses yang aktif dan kompleks yang meliputi pemahaman terhadap teks, membangun dan menafsirkan makna dan menggunakan makna untuk menggambarkan situasi teks. Metakognitif dalam membaca dapat membedakan pembaca yang terampil dan tidak terampil. Membaca di tingkat universitas tidak hanya mengacu pada keterampilan kognitif yang terkait dengan proses membaca yang mencakup kemampuan mengkodekan kata dan pengetahuan sintaksis, tetapi memerlukan keterampilan inferensial tingkat tinggi, kemampuan  untuk menghubungkan berbagai konsep atau ide yang terkandung dalam teks secara koheren, kemampuan untuk menekan informasi yang tidak relevan, metakognitif, strategi membaca dan  motivasi. Dalam penelitian ini ditemukan bahwa dari 62 orang mahasiswa hanya separuhnya yang memiliki kemampuan membuat inferensi. Selain itu kesadaran tentang stategi dalam membaca bekorelasi  lemah dengan kemampuan memahami bacaan. Temuan dalam penelitian ini secara umum menyiratkan bahwa mahasiswa tidak sepenuhnya menyadari strategi membaca dalam tugas membaca teks sains. Oleh karena itu, mahasiswa harus dilatih secara eksplisit berbagai strategi membaca.

 


Downloads

Download data is not yet available.

Author Biographies

Wawan Setiawan, Universitas Pendidikan Indonesia
Pendidikan Ilmu Komputer UPI Bandung
Parlindungan Sinaga, UPI Bandung
Pendidikan Fisika, UPI Bandung
Andi Suhandi, UPI Bandung
Pendidikan Fisika UPI Bandung

References

Afflerbach ,P., Cho, Byeong-Young, & Kim, Jong-Yun, 2015, Conceptualizing and Assessing Higher-Order Thinking in Reading, Theory Into Practice, Vol. 54, pp 203–212

Caverly, D. C., Orlando, V. P., & Mullen, J. A. L, 2000, Textbook study reading, 105–147, dalam D. C. Caverly (Ed.), Handbook of college reading and study strategy research, Mahwah, NJ:Lawrence Erlbaum Associates,.

Clarke, P. J., 2014, Developing Reading Comprehension. John Wiley & Sons.

Graesser, A.C., 2007, An Introduction to Strategic Reading Comprehension, pp3 -26, dalam McNamara, D. S (Ed). Reading Comprehension Strategies: Theories, Interventions, and Technologies. Lawrence Erlbaum Associates, Inc,

Jacobs, J. E., & Paris, S. G, 1987, Children’s metacognition about reading: Issues of definition, measurement and instruction. Educational Psychologist, Vol. 22, pp 255–278

Maki, R. H., 1998, Test predictions over text material, pp. 117–144, Dalam J. Hacker, J. Dunlosky, & A. C. Graesser (Ed.), Metacognition in educational theory and practice, Mahwah, NJ: Lawrence Erlbaum Associates, Inc

McNamara, D.S & Magliano, J.P., 2009, Self-Explanation and Metacognition The Dynamics of Reading dalam D. J. Hacker, J. Dunlosky, & A. C. Graesser (Ed.), Handbook of Metacognition in Education, New York: Routledge

McNamara, D.S, 2007, The 4-Pronged Comprehension Strategy Framework, pp 465-491, dalam McNamara, D.S (Ed), Reading Comprehension Strategies: Theories, Interventions, and Technologies. Lawrence Erlbaum Associates, Inc,.

Mokhtari, K. & Reichard, C., 2002, Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, Vol. 94, pp 249–259

Mokhtari, K., Dimitrov, D.M, & Reichard, C.A., 2018, Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and Testing for Factorial Invariance, Education Faculty Publications and Presentations

National Assessment Governing Board, 2013, Reading Framework for the 2013 National Assessment of Educational Progress. Washington, DC: Author

OECD, 2014, PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science, OECD Publishing

O’Reilly, T. & McNamara, D. S, 2007,The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students’ science achievement, American Educational Research Journal, Vol. 44, pp161–196.

Oxford, R., & Crookall, D., 1989, Research on language learning strategies: Methods, findings, and instructional issues, Modern Language Journal, Vol. 73(4), pp 404–419

Ozuru, Y., Dempsey, K. & McNamara, D. S., 2009, Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction

Paris, S. G., Cross, D. R., & Lipson, M. Y., 1984, Informed strategies for learning: A program to improve children's reading awareness and comprehension, Journal of Educational Psychology, Vol. 76(6), pp 1239–1252

Pearson, P. D., Roehler, L. R., Dole, J. A., & Duffy, G. G., 1992, Developing expertise in reading comprehension, pp 145–199, dalam S. J. Samuels, & A. E. Farstrup (Ed.), What research has to say about reading instruction, Newark, DE: International Reading Association.

Spence, D. J., 1995, Explicit science reading instruction in grade 7: Metacognitive awareness, metacognitive self-management and science reading comprehension, British Columbia, Canada

Shapiro, A. M., 2004, How including prior knowledge as a subject variable may change outcomes of learning research, American Educational Research Journal, Vol. 41, pp 159–189

Sharpe, P., 2000, How to Prepare for the TOEFL Test. Jakarta: Binarupa Aksara

Tobias, S & Everson, H. T., 2009, The Importance of Knowing What You Know A Knowledge Monitoring Framework for Studying Metacognition in Education, dalam D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education, New York: Routledge

Vellutino, F. R., 2003, Individual differences as sources of variability in reading comprehensionin elementary school children, pp 51-81, dalam A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension, New York: Guilford

Published
2020-03-16
How to Cite
Handayani, W., Setiawan, W., Sinaga, P., & Suhandi, A. (2020). KESADARAN METAKOGNITIF MEMBACA DAN KEMAMPUAN MEMAHAMI TEKS SAINS PADA MAHASISWA PENDIDIKAN FISIKA. JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar, 8(1), 67-73. https://doi.org/10.24252/jpf.v8i1.10102
Section
Articles
Abstract viewed = 75 times