Development of A Modification Problem-Based Learning (M-Pbl) Strategy To Stimulate Chemistry Education Students' Metacognitive Ability

Jusniar, Jusniar and Muh. Yunus, Muh. Yunus and Hardin, Hardin and Syamsidah, Syamsidah (2022) Development of A Modification Problem-Based Learning (M-Pbl) Strategy To Stimulate Chemistry Education Students' Metacognitive Ability. Development of A Modification Problem-Based Learning (M-Pbl) Strategy To Stimulate Chemistry Education Students' Metacognitive Ability, 7 (1). pp. 22-32. ISSN 2579-5945

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Abstract

This study aims to describe the development of the M-PBL strategy with the ADDIE pattern (Analyze, Design, Develop, Implementation, and Evaluate) and test its validity and practicality. The research involved two basic chemistry lecturers and 35 chemistry education students from Universitas Negeri Makassar (UNM) for the 2020/2021 academic year. The instruments were validation sheets and teaching instruments (lesson plan, worksheet, and ability assessment; 2) lecturer and student perception questionnaires and observation sheets on the implementation of the M-PBL strategy to test the product's practicality. Testing the validity of the development product (M-PBL strategy Design and its tools) found that all products were in the very high category. The practicality of the M-PBL strategy based on the perceptions of two lecturers was 100%, giving a positive response, while the student's perception was 94.6%, giving a positive response. The implementation of the stages of the M-PBL strategy is carried out with a high category of student activities. Thus, the product is declared feasible and acceptable based on its validity and practicality. Keywords: Development; M-PBL strategy; Metacognitive; Chemical Equilibrium.

Item Type:	Article
Subjects:	KARYA ILMIAH DOSEN Universitas Negeri Makassar > KARYA ILMIAH DOSEN
Depositing User:	Syam sidah ida
Date Deposited:	11 May 2023 04:07
Last Modified:	11 May 2023 04:07
URI:	http://eprints.unm.ac.id/id/eprint/28314

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