Perbandingan Kesadaran Metakognitif dan Hasil Belajar Kognitif Biologi Siswa yang Diajar Menggunakan Model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS)

NOVIA ARIFIN, ARIFAH (2015) Perbandingan Kesadaran Metakognitif dan Hasil Belajar Kognitif Biologi Siswa yang Diajar Menggunakan Model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS). S2 thesis, UNIVERSITAS NEGERI MAKASSAR.

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ABSTRAK ARIFAH NOVIA ARIFIN. 2012. Perbandingan Kesadaran Metakognitif dan Hasil Belajar Kognitif Biologi Siswa yang Diajar Menggunakan Model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS) (dibimbing oleh Yusminah Hala dan Muh. Danial) Penelitian ini bertujuan untuk (1) untuk mengetahui perbedaan kesadaran metakognitif siswa yang diajar menggunakan model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS), (2) untuk mengetahui perbedaan hasil belajar kognitif siswa menggunakan model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS), (3) untuk mengetahui hubungan antara kesadaran metakognitif dengan hasil belajar kognitif siswa menggunakan model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS). Penelitian ini adalah kuasi eksperimen dengan rancangan pretest-posttest nonequivalent control group design. Pada penelitian ini digunakan kelompok eksperimen I berupa model pembelajaran Problem Based Instruction (PBI) dan kelompok eksperimen II berupa model pembelajaran kooperatif tipe Think Pair Share (TPS). Instrumen penelitian berupa angket MAI (Metacognitive Awareness Inventori) untuk mengukur kesadaran metakognitif, Tes hasil belajar untuk mengukur hasil belajar kognitif siswa. Data dianalisis statistik deskriptif dan inferensial (T-tes dengan α= 0,05) dengan bantuan program SPSS 17.0 for Windows. Hasil penelitian ini menunjukkan bahwa: (1) tidak ada perbedaan yang signifikan kesadaran metakognitif siswa SMA yang diajar menggunakan model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS) (p> 0,05 dengan sig 0,063), (2) ada perbedaan yang signifikan hasil belajar kognitif siswa SMA yang diajar menggunakan model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS) (p< 0,05 dengan sig 0,013), dimana siswa yang diajar dengan menggunakan model Problem Based Instruction (PBI) memiliki hasil belajar kognitif lebih tinggi dari pada siswa yang diajar dengan model kooperatif tipe Think Pair Share (TPS), (3) tidak ada hubungan antara kesadaran metakognitif dengan hasil belajar kognitif siswa SMA yang diajar menggunakan model Problem Based Instruction (PBI) dengan kooperatif tipe Think Pair Share (TPS) (0,005 atau 5%). Kata kunci: PBI, TPS, Metakognitif, Hasil Belajar Kognitif. ABSTRACT ARIFAH NOVIA ARIFIN, 2012. Comparison between Meta-cognitive Awareness and Students’ Cognitive Learning Outcome on Biology Taught by Problem-based Instruction Model and Cooperative learning of Think Pair Share Type (supervised by Yusmina Hala and Muh. Danial). This study aims at examining (1) the difference between meta-cognitive awareness of students taught by Problem-based Instruction (PBI) model and cooperative learning of Think Pair Share type, (2) the difference between students’ cognitive learning outcome using PBI model and cooperative learning of Think Pair Share type, and (3) the correlation between meta-cognitive awareness and students’ cognitive learning outcome using PBI model and cooperative learning of TPS type. This study is a quasi-experiment with pretest-posttest non-equivalent control group design. The study used experiment group I with PBI learning model and experiment group II with cooperative learning model of TPS type. the instruments of the study employed questionnaire of MAI (Meta-cognitive Awareness Inventory) to measure meta-cognitive awareness test of learning outcome to measure student’s cognitive learning outcome. Data were analyzed in statistic descriptive and inferential (T-test with α = 0, 05) using SPSS 17,0 programs for windows. The study reveals that (1) there is no significant difference on meta-cognitive awareness of senior high school students taught by PBI model and cooperative learning of TPS type (p> 0,05 with sign 0,063), (2) there is significant difference of students’ cognitive learning outcome who taught by PBI model and cooperative learning of TPS type (p<0,05 with sign 0,013), that students who taught by PBI model has higher cognitive learning outcome than student who taught by cooperative learning of TPS type, and (3) there is no correlation between meta-cognitive awareness and students’ cognitive learning outcome taught by PBI model and cooperative learning of TPS type (0,005 or 0,5 %). Keyword : PBI, TPS, Meta-cognitive, cognitive learning outcome.

Item Type: Thesis (S2)
Subjects: PASCASARJANA > Biologi
Divisions: PROGRAM PASCASARJANA
Depositing User: UPT PERPUSTAKAAN UNM
Date Deposited: 14 Nov 2016 00:56
Last Modified: 14 Nov 2016 00:56
URI: http://eprints.unm.ac.id/id/eprint/1227

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