Pengaruh model search solve create and share dengan strategi metakognitif pada kemampuan akademik berbeda terhadap keterampilan metakognitif, kemampuan berpikir kreatif, dan hasil belajar kognitif siswa pada pembelajaran biologi di SMA Kota Kupang / Yusnaeni
| Main Author: | Yusnaeni |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2017
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| Online Access: |
http://repository.um.ac.id/64663/ |
Daftar Isi:
- ABSTRAKYusnaeni.2017.PengaruhModelSearchSolveCreateandSharedenganStrategiMetakognitifpadaKemampuanAkademikBerbedaterhadapKeterampilanMetakognitifKemampuanBerpikirKreatifdanHasilBelajarKognitifSiswapadaPembelajaranBiologidiSMAKotaKupang.Disertasi.ProgramStudiPendidikanBiologiProgramPascasarjanaUniversitasNegeriMalang.Pembimbing(I)Prof.Dra.HerawatiSusiloM.Sc.Ph.D(II)Prof.Dr.AloysiusDuranCorebimaM.Pd(III)Prof.Dr.Hj.SitiZubaidahM.PdKataKunciModelsearchsolvecreateandsharestrategimetakognitifkemampuanakademikketerampilanmetakognitifkemampuanberpikirkreatifhasilbelajarkognitifModelpembelajaranadalahsalahsatufaktoryangberperanpentingdalamkeberhasilanpembelajarandikelas.PembelajaranBiologidiSMAKotaKupangmasihdidominasidenganmodelpembelajarankonvensional.ModelpembelajarantersebutbelummampuuntukmeningkatkankemampuanberpikirsiswakhususnyaketerampilanmetakognitifdankemampuanberpikirkreatifsiswayangpadaakhirnyajugaberpengaruhpadarendahnyahasilbelajarkognitifBiologisiswa.Modelpembelajaransearchsolvecreateandshare(SSCS)adalahsalahsatumodelpembelajarankooperatifberbasispenyelesaianmasalahyangberpotensimemberdayakanketerampilanmetakognitifdankemampuanberpikirkreatifsiswa.ModelpembelajaranSSCSakanlebihoptimalketikadiintegrasikandenganstrategimetakognitif(SM).Strategimetakognitifmenumbuhkankesadaranbelajarkemampuanpemecahanmasalahkecakapanberpikirsiswadalamhaliniketerampilanmetakognitifdankemampuanberpikirkreatifsiswa.PenelitianinibertujuanuntukmenganalisispengaruhmodelpembelajaranSSCSdenganSM(SSCSSM)padakemampuanakademikberbedaterhadapketerampilanmetakognitifkemampuanberpikirkreatifdanhasilbelajarkognitifsiswapadapembelajaranBiologidiSMAKotaKupang.Penelitianinimenggunakanrancanganpenelitianeksperimensemudengandesainpretest-postestnonequivalentcontrolgroupdesignpolafaktorial3x2.Variabelbebasdalampenelitianiniadalahmodelpembelajaranyangterdiriatas3jenisyaitumodelSSCSSMSSCSdankonvensionalsedangkankemampuanakademikterdiriataskemampuanakademikatasdanbawahsebagaivariabelmoderator.Variabelterikatterdiriatasketerampilanmetakognitifkemampuanberpikirkreatifdanhasilbelajarkognitifsiswa.Pengumpulandatauntukketerampilanmetakognitifdankemampuanberpikirkreatifdilakukandenganmenggunakaninstrumentesessaiterintegrasihasilbelajarkognitifsedangkaninstrumenteshasilbelajarkognitifselaintesessaijugaditambahdengantespilihanganda.DatadianalisissecaradeskriptifdaninferensialdenganAnacovadanujilanjutLSD.HasilpenelitianujiAnacovadiperoleh(1)modelpembelajaranberpengaruhterhadapketerampilanmetakognitifketerampilanberpikirkreatifdanhasilbelajarkognitifsiswa(2)kemampuanakademikberpengaruhterhadapketerampilanmetakognitifkemampuanberpikirkreatiftetapitidakberpengaruhterhadaphasilbelajarkognitifsiswa(3)interaksiantaramodelpembelajarandengankemampuanakademikberpengaruhterhadapketerampilanmetakognitiftetapitidakberpengaruhterhadapkemampuanberpikirkreatifdanhasilbelajarkognitifsiswa.HasilujilanjutLSDdiperolehbahwa(1)modelSSCSSMberbedadenganmodelSSCSdankonvensionaldimanaSSCSSMmeningkatkanketerampilanmetakognitif2643%lebihtinggidarimodelSSCSdan5797%lebihtinggidarimodelkonvensionaldanmeningkatkankemampuanberpikirkreatif1544%lebihtinggidarimodelSSCSdan4595%lebihtinggidarimodelkonvensionalsedangkanuntukhasilbelajarkognitifdiperolehbahwamodelSSCSSMtidakberbedadenganmodelSSCS(persentasepeningkatan337%lebihtinggidarimodelSSCSSM)namunberbedadarimodelkonvensionaldimanamodelSSCSSMmeningkatkanhasilbelajarkognitif2175%lebihtinggidarikonvensional(2)kemampuanakademikatasberbedadengankemampuanakademikbawahdimanaketerampilanmetakognitifsiswaberkemampuanakademikbawahmeningkat747%lebihtinggidarisiswaberkemampuanakademikataskemampuanberpikirkreatifuntukkemampuanakademikbawahmeningkat2113%lebihtinggidibandingkemampuanakademikatassertahasilbelajarkognitifsiswameningkat2821%(3)interaksiantaramodeldengankemampuanakademikuntukketerampilanmetakognitifdiperolehbahwapersentasepeningkatanmodelSSCSSMdengankemampuanakademikataslebihtinggi170%dariSSCSSMdengankemampuanakademikbawahsedangkanuntukkemampuanberpikirkreatifberlakusebaliknyadimanasiswaberkemampuanakademikbawahmengalamipeningkatanlebihtinggi3618%darimodelSSCSSMdengankemampuanakademikatas.DisisilainmeskipunhasilbelajarkognitiftidaksignifikannamuninteraksimodelSSCSSMdengankemampuanakademikbawahjugamenunjukkanpersentasepeningkatanlebihtinggi3576%darimodelpembelajaranSSCSSMdengankemampuanakademikatas.Temuanpadapenelitianiniberupa(1)sintaksmodelSSCSSM(2)modelpembelajaranSSCSSMmampumeningkatkankemampuanberpikirkreatifdanhasilbelajarkognitifsiswaberkemampuanakademikbawah.HasiltemuanmengungkapbahwamodelSSCSSMmampumeningkatkankemampuanberpikirkreatifdanhasilbelajarkognitifsiswaberkemampuanakademikbawahjauhmelebihisiswaberkemampuanakademikatasdanmodelpembelajaranSSCSSMjugacenderungmeningkatkanketerampilanmetakognitifsiswaberkemampuanakademikbawahkarenapersentasepeningkatantidakberbedajauhdenganketerampilanmetakognitifsiswaberkemampuanakademikataspadamodelSSCSSM.PersentasepeningkatansiswaberkemampuanakademikbawahjauhmelebihisiswaberkemampuanakademikataspadamodelpembelajaranSSCSdankonvensional.BerdasarkanhasilpenelitianinidisarankanagarmenggunakanmodelSSCSSMdikelassebagaiupayauntukmeningkatkankemampuanberpikirtingkattinggipadasiswayangpadaakhirnyajugameningkatkanhasilbelajar.ABSTRACTYusnaeni.2017.TheEffectofSearchSolveCreateandShareModelusingMetacognitiveStrategiesonDifferentAcademicAbilitytowardstudentsMetacognitiveSkillsCreativeThinkingAbilityandLearningresultsinBiologylearningofseniorhighschoolsinKupang.Dissertation.BiologyEducationStudyProgramPostgraduateProgramStateUniversityofMalang.Advisor(I)Prof.Dra.HerawatiSusiloM.Sc.Ph.D(II)Prof.Dr.AloysiusDuranCorebimaM.Pd(III)Prof.Dr.Hj.SitiZubaidahM.PdKeywordssearchsolvecreateandsharemodelmetacognitivestrategiesacademicskillsmetacognitiveskillscreativethinkingabilitycognitivelearningresultsLearningmodelisonefactorthatplaysanimportantroleinthesuccessofclassroomlearning.TheBiologyLearninginSeniorHighSchoolsinKupangcityisstilldominatedbyconventionallearningmodels.ThislearningmodelhasnotbeenabletoimprovestudentsthinkingskillsespeciallythestudentsmetacognitiveskillsandcreativethinkingabilitywhicheventuallyresultsinthelowcognitivelearningresultsoftheBiologystudents.Thesearchsolvecreateandshare(SSCS)learningmodelisaproblem-solvingbasedcooperativelearningmodelwhichispotentialinempoweringstudentsmetacognitiveskillsandcreativethinkingability.TheSSCSlearningmodelwillbemoreoptimalwhenintegratedwithmetacognitivestrategy(MS).Metacognitivestrategyenhancesthestudentslearningawarenessproblem-solvingskillsandthestudentsthinkingskillsintermsofmetacognitiveskillsandcreativethinkingability.ThisresearchaimedatanalyzingtheeffectofSSCSandMS(SSCSMS)learningmodelondifferentacademicabilitytowardstudentsmetacognitiveskillscreativethinkingabilityandcognitivelearningresultsinBiologylearningofSeniorHighSchoolinKupang.Thisresearchisaquasi-experimentalresearchusingpretest-posttestnon-equivalentcontrolgroupdesignwiththefactorialpattern3x2.TheindependentvariableinthisresearchwasthelearningmodelconsistingofthreetypesnamelytheSSCSMSlearningmodelSSCSlearningmodelandconventionallearningwhiletheacademicskillsconsistedoftheupperandloweracademicabilityasmoderatorvariables.Thedependentvariableconsistedofmetacognitiveskillscreativethinkingskillandcognitivelearningresults.Thedataofmetacognitiveskillsandcreativethinkingabilitywerecollectedbyusingessaytestintegratedwithcognitivelearningresultswhileforthecognitivelearningresultstestinadditiontotheessaytestswerealsosupplementedwiththemultiplechoicetests.DataweredescriptivelyandinferentiallyanalyzedusingAncovaandLSDposthoctest.TheresultsofAncovatestfoundthat(1)learningmodelhadaneffectonstudentsmetacognitiveskillscreativethinkingabilityandcognitivelearningresults(2)academicabilityhadaneffectonmetacognitiveskillscreativethinkingabilitybutitdidnothaveanyeffectoncognitivelearningresults3)theinteractionbetweenlearningmodelsandacademicabilityhadaneffectonmetacognitiveskillsbutitdidnothaveanyeffectoncreativethinkingabilityandcognitivelearningresults.TheresultsofLSDposthoctestfoundthat(1)SSCSMSlearningmodelisdifferentfromtheSSCSlearningmodelandconventionallearningwhereSSCSMSlearningmodelincreasesthemetacognitiveskills26.43%higherthantheSSCSlearningmodeland57.97%higherthantheconventionalmodelanditincreasescreativethinkingability1544%higherthantheSSCSlearningmodeland4595%higherthantheconventionallearningwhileforthecognitivelearningresultsitwasobtainedthatSSCSMSlearningmodelwasnotdifferentfromtheSSCSlearningmodel(increasepercentage337%higherthantheSSCSSMlearningmodel)butdifferentfromtheconventionallearninginthattheSSCSSMlearningmodelimprovedthecognitivelearningresults21.75%higherthantheconventionallearning(2)theupperacademicabilityisdifferentfromtheloweracademicabilityinthatthemetacognitiveskillsoftheloweracademicabilitystudentsincreasedby7.47%higherthanthatoftheupper-academicabilitystudentsthecreativethinkingskilloftheloweracademicabilitystudentsincreased21.13%higherthanthatoftheupperacademicabilitystudentsandthecognitivelearningresultsofthestudentsincreased28.21%(3)theinteractionbetweenmodelsandacademicabilitytowardmetacognitiveskillswasobtainedthattheincreasepercentageofSSCSMSlearningmodelandupperacademicabilitywas1.70%higherthanthatoftheSSCSMSlearningmodelandloweracademicability.Whereasthecreativethinkingabilitywastheoppositewheretheloweracademicabilitystudentshadanincrease36.18%higherthanthatoftheSSCSSMlearningmodelandtheupperacademicabilitystudents.OntheotherhandalthoughthecognitivelearningresultswerenotsignificanttheinteractionofSSCSMSlearningmodelandtheloweracademicabilitystudentsalsoshowedahigherincreasepercentageof35.76%thanthatoftheSSCSMSlearningmodelandtheupperacademicabilitystudents.Thefindingsofthisresearchwere(1)syntaxofSSCSMSlearningmodel(2)SSCSMSwasabletoimprovecreativethinkingabilityandcognitivelearningresultofloweracademicabilitystudents.ThefindingsofthisresearchrevealthattheSSCSMSmodelwasabletoimprovethecreativethinkingabilityandcognitivelearningresultsofunder-academicabilitystudentsfarbeyondtheupper-academicabilitystudentsandtheSSCSMSlearningmodelalsotendstoimprovethemetacognitiveskillsoflower-academicabilitystudentsbecausetheincreasepercentagewasnotsignificantlydifferentfromtheMetacognitiveskillsoftheupperacademic-abilitystudentsontheSSCSMSlearningmodel.ThepercentageincreaseoftheloweracademicabilitystudentsfarhigherthantheupperacademicabilitystudentsintheSSCSandconventionallearningmodels.BasedontheresultsofthisresearchitisrecommendedtoimplementtheSSCSMSmodelintheclassroomasanefforttoimprovethestudentshigher-orderthinkingskillswhichultimatelyalsoimprovesthestudentslearningresults.