Korelasi Keterampilan Metakognitif Terhadap Kemampuan Siswa Dalam Memecahkan Masalah dengan menggunakan Model Pembelajaran Project Based Learning (PjBL)
Abstract
Copyright©2023
Metacognitive urgency is required to develop students' problem-solving abilities because learning requires students to develop not only cognitive abilities but also high reasoning skills. This study aimed to determine the relationship between metacognitive skills and students' ability to solve problems in biology using the PjBL model. This study was quantitative research with a correlational approach. The research was conducted over the course of a month in August 2022. The data analysis technique used was the Normality Test using the Kolmogorov-Smirnov Z-test, followed by the Pearson Correlation Test to determine the existence and magnitude of the relationship between variable X and variable Y, others expressed in percent. The metacognitive skills of students at SMAN 4 Sungai Penuh fall into the high category, with a percentage of 76.11%. However, the ability of students to solve problems in Biology subjects using the PjBL model at SMAN 4 Sungai Penuh is categorized as low, with a percentage of 52.23%. The study found no correlation between students' metacognitive skills and their ability to solve problems in the Biology subject using the PjBL model at SMAN 4 Sungai Penuh. Furthermore, there was no correlation observed between the indicators of students' metacognitive skills and their problem-solving abilities in Biology using the PjBL model in SMAN 4 Sungai Penuh.
Downloads
References
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192
Akcaoğlu, M. Ö., Dirlik, E. M., & Külekçi, E. (2022). The mediating role of metacognitive awareness in the relationship between critical thinking and self-regulation. Thinking Skills and Creativity, 101187. https://doi.org/10.1016/j.tsc.2022.101187
Aloqleh, A. M. A., & Teh, K. S. M. (2019). The effectiveness of metacognition on academic achievement among the jordanian universities students. International Journal of Prof. Dr. Murat İSKENDER Academic Research in Business and Social Sciences, 9(9)460-478. http://dx.doi.org/10.6007/IJARBSS/v9-i9/6315
Ardiansah, D. (2023). A Study on Project-Based Learning (PjBL) Model and English Conversational Gambits in Classroom Speaking Practices. http://publikasi.dinus.ac.id/index.php/estructural
Arifa, A. B., Wibawanto, S., Wirawan, M., & Beladinna Arifa, A. (2018). Penerapan Model Pembelajaran Project Based Learning dengan Strategi Metakognitif Untuk Meningkatkan Metakognitif dan Hasil Belajar. In Jurnal Ilmiah Teknologi Informasi Terapan: Vol. IV (Issue 3). https://doi.org/10.33197/jitter.vol4.iss3.2018.173
Branigan, H. E., & Donaldson, D. I. (2020). Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions. Thinking Skills and Creativity, 38(May), 100718. https://doi.org/10.1016/j.tsc.2020.100718
Chen, J. H., Björkman, A., Zou, J. H., & Engström, M. (2019). Self–regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study. Nurse Education in Practice, 37(1), 15–21. https://doi.org/10.1016/j.nepr.2019.04.014
De Simone, C., Battisti, A., & Ruggeri, A. (2021). Differential impact of web habits and active navigation on adolescents’ online learning. Computers in Human Behavior Reports, 8(November), 100246. https://doi.org/10.1016/j.chbr.2022.100246
Dohmen, D. (2022). New pathways in education (R. J. Tierney, F. Rizvi, & K. B. T.-I. E. of E. (Fourth E. Erkican, Eds.; pp. 57–62). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.02089-3
Fauziah, R., Maya, R., Yusnita Fitrianna, A., Siliwangi, I., & Terusan Jendral Sudirman Cimahi, J. (2018). Hubungan Self Confidence Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Smp. In Jurnal Pembelajaran Matematika Inovatif. 5(1).881-886. https://doi.org/10.22460/jpmi.v1i5.p881-886
Ferrara, A. M., & Panlilio, C. C. (2020). The role of metacognition in explaining the relationship between early adversity and reading comprehension. Children and Youth Services Review, 112(October 2019), 104884. https://doi.org/10.1016/j.childyouth.2020.104884
Fitri Mulyani, D., & Arif, S. (2021a). Implementation of Project Based Learning (PJBL) Based on Science, Technology, Engineering and Mathematics (STEM) to Improve Metacognitive Thinking Ability Article Info ABSTRACT. https://jurnal.iainponorogo.ac.id/index.php/insecta
Fitri Mulyani, D., & Arif, S. (2021b). Implementation of Project Based Learning (PJBL) Based on Science, Technology, Engineering and Mathematics (STEM) to Improve Metacognitive Thinking Ability Article Info ABSTRACT. https://jurnal.iainponorogo.ac.id/index.php/insecta
Gauvain, M., & Richert, R. B. T.-R. M. in N. and B. P. (2022). Cognitive development. https://doi.org/10.1016/B978-0-323-91497-0.00048-5
Goupil, L., & Proust, J. (2022). Curiosity as a metacognitive feeling. Cognition, 231, 105325. https://doi.org/10.1016/j.cognition.2022.105325
Hong, E. (2016). Metacognition. The Curated Reference Collection in Neuroscience and Biobehavioral Psychology, 107–112. https://doi.org/10.1016/B978-0-12-809324-5.23619-5
Iskandar, S. M. (2016). Pendekatan keterampilan metakognitif dalam pembelajaran sains di kelas. Erudio Journal of Educational Innovation, 2(2), 13–20. https://www.erudio.ub.ac.id/index.php/erudio/article/view/151
Jalinus, N., Syahril, & Nabawi, R. A. (2019). A comparison of the problem-solving skills of students in PjBL versus CPjBL model: An experimental study. Journal of Technical, 11(1) 36-43. https://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/3154
Johnson, E.B. 2008. Contextual Teaching & Learning: Menjadikan Kegiatan Belajar-Mengajar Mengasyikkan dan Bermakna. Bandung: MLC.
Kurniawan, Asep. (2018). Metodologi Penelitian Pendidikan. Bandung : PT Remaja Rosdakarya. books.google.co.id.
Lukitasari, M., Hasan, R., Sukri, A., & Handhika, J. (2021). Developing student’s metacognitive ability in science through project-based learning with e-portfolio. International Journal of Evaluation and Research in Education, 10(3), 948–955. https://doi.org/10.11591/IJERE.V10I3.21370
Lestari, W., Selvia, F., & Layliyyah, R. (2019). Pendekatan Open-ended Terhadap Kemampuan Metakognitif Siswa. At-Ta’lim: Jurnal Pendidikan, 5(2), 184–197. Education and Training, 11(1), 36–43. https://doi.org/10.30880/jtet.2019.11.01.005
Mahfuzah, A., & Ramdiah, S. (2020). Pengaruh Model Project Based Learning (PJBL) Pada Konsep Sistem Koordinasi Manusia Terhadap Keterampilan Metakognitif Siswa Kelas Xi SMA Negeri 4 Banjarmasin. Florea : Jurnal Biologi Dan Pembelajarannya, 7(1), 1. https://doi.org/10.25273/florea.v7i1.6525
Moazami, D., Muniandy, R., Hamid, H., & Yusoff, Z. M. (2011). The use of analytical hierarchy process in priority rating of pavement maintenance. Scientific Research and Essays, 6(12), 2447–2456. https://doi.org/10.5897/SRE10.764
Nabilah Suriyanto, F., & Sri Wulandari, S. (2021). Analysis Of The Effectiveness Of Online Learning With PjBl Model In Correspondence Subjects. Paedagoria 12(1), 106–114. https://doi.org/10.31764/paedagoria.v12i1.4038
Nasution M.Yusuf. (2016). Perbedaan Hasil Belajar Siswa Menggunakan Model Project Based Learning dengan Problem Based Learning pada Materi Pencemaran dan Lingkungan Hidup. Jurnal Pelita Pendidikan. Vol.4. http://journal.unirow.ac.id/index.php/oportunitas/article/download/131/111/
Nilda Miftahul Janna. (2014). Konsep Uji Validitas dan Reliabilitas dengan Menggunakan SPSS.
Noviani Istria Fitri. (2018). Pengaruh Penerapan Metode Problem Based Instruction (PBl) Terhadap Kemampuan Berpikir Kritis Peserta Didik. Skripsi. http://repository.upi.edu/id/eprint/36386Payoungkiattikun, W., Intanin, A., Thongsuk, T., & Hemtasin, C. (2022). Project-Based Learning Model to Promote Preservice Science Teachers’ Metacognitive Skills. Journal of Educational Issues, 8(2), 576. https://doi.org/10.5296/jei.v8i2.20282
Resdiana Safithri, S. 2, N. H. (2021). Pengaruh Penerapan Problem Based Learning (PBL) dan Project Based Learning (PjBL) Terhadap Kemampuan Pemecahan Masalah Berdasarkan Self Efficacy Siswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(1), 335-346. https://doi.org/10.31004/cendekia.v5i1.539
Riduwan. (2010). Metode dan Teknik Menyusun Tesis. Bandung : Alfabeta.
Rohimatun Nafi, E., Purwanti, E., Hardian Permana, F., & Fauzi, A. (2022). Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL. Journal of Education Technology, 6(1), 29–37. https://doi.org/10.23887/jet.v6i1.4
Rumahlatu, D., & Sangur, K. (2019). The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students. Journal of Education and Learning (EduLearn), 13(1), 104. https://doi.org/10.11591/edulearn.v13i1.11189
Serin, H. (2019). Project Based Learning in Mathematics Context. International Journal of Social Sciences & Educational Studies, 5(3), 232–236. https://doi.org/10.23918/ijsses.v5i3p232.
Sinharay, S. (2022). Continuous probability distributions (R. J. Tierney, F. Rizvi, & K. B. T.-I. E. of E. (Fourth E. Erkican, Eds.; pp. 710–717). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.10081-8
Suharsimi Arikunto. (2006). Prosedur Penelitian. Jakarta : Rineka Cipta.
Sweller, J. (2022). Cognitive load theory (R. J. Tierney, F. Rizvi, & K. B. T.-I. E. of E. (Fourth E. Erkican, Eds.; pp. 127–134). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14020-5
Taub, M., Azevedo, R., Rajendran, R., Cloude, E. B., Biswas, G., & Price, M. J. (2021). How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system? Learning and Instruction, 72, 101200. https://doi.org/10.1016/j.learninstruc.2019.04.001
Trung, T., Hoang, A. D., Nguyen, T. T., Dinh, V. H., Nguyen, Y. C., & Pham, H. H. (2020). Dataset of Vietnamese student’s learning habits during COVID-19. Data in Brief, 30. https://doi.org/10.1016/j.dib.2020.105682
Veas, A., Castejón, J., Miñano, P., & Gilar‐Corbí, R. (2019). Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. British Journal of Educational Psychology, 89(2), 393–411. https://doi.org/10.1111/bjep.12245
Veenman, M. V. J. (2015). Teaching for Metacognition (J. D. B. T.-I. E. of the S. & B. S. (Second E. Wright, Ed.; pp. 89–95). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92136-6
Vrieling, E. M., Bastiaens, T. J., & Stijnen, S. (2012). Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development. International Journal of Educational Research, 53, 251–263. https://doi.org/10.1016/j.ijer.2012.03.014
Wangguway, Y., Kurniawati, S., Maylisa, I. N., Al Jabbar, Z. L., & Sulistiyono, B. (2020). The analysis of STEM-PjBL implementation and its effect on students’ metacognition skills in resolving social arithmetic problems. Journal of Physics: Conference Series, 1563(1). https://doi.org/10.1088/1742-6596/1563/1/012048
Yustina Iin Nur Indah Sari. (2012). Korelasi Antara Keterampilan Metakognitif dengan Hasil Belajar Siswa di SMA N 1 DAwarblandong, Mojokerto. JOURNAL of Chemical Education, 1(1), 78-83. https://doi.org/10.26740/ujced.v1n2.p%25p
Zakiah, N. E., & Fajriadi, D. (2020). Hybrid-PjBL: Creative thinking skills and self-regulated learning of pre-service teachers. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032072
Zakiah, N. E., Fatimah, A. T., & Sunaryo, Y. (2020). Implementasi Project-Based Learning Untuk Mengeksplorasi Kreativitas dan Kemampuan Berpikir Kreatif Matematis Mahasiswa, (5)2, 285-293. http://dx.doi.org/10.25157/teorema.v5i2.4194
Copyright (c) 2023 Emayulia Sastria, Heva Afrillia, Dinyah Rizki Yanti Zebua, Dharma Ferry
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Biotek agree to the following terms: Authors retain the copyright and grant Universitas Islam Negeri Alauddin Makassar right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Islam Negeri Alauddin Makassar. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Universitas Islam Negeri Alauddin Makassar. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
