Email this article 
Hide
Show all
ANALISIS KESADARAN METAKOGNITIF BAGI CALON GURU DI UNIVERSITAS ISLAM BALITAR
Abstract
Abstrak. Keberhasilan calon guru dalam pembelajaran ditentukan oleh banyak hal, salah satunya adalah kesadaran metakogntif. Penelitian ini bertujuan mengukur kesadaran metakognitif calon guru di Universitas Islam Balitar (UNISBA) Blitar. Penelitian ini dilakukan dengan teknik survei yang menggunakan angket Metacognitive Awareness Inventory (MAI). Angket terdiri dari dua aspek yaitu pengetahuan metakognitif dan regulasi metakognitif. Hasil dari penelitian menunjukkan kesadaran metakognitif calon guru di UNISBA Blitar tergolong tinggi (rentang skor 35-49). Pengetahuan prosedural memiliki nilai presentase tertinggi dalam aspek pengetahuan metakognitif. Pada aspek regulasi metakognitif, skor tertinggi ada di indikator mengoreksi (93.75 persen). Skor terendah berada pada indikator mengevaluasi (76,25 persen).
Abstract. The success of prospective teachers in learning is determined by many things, one of which is metacognitive awareness. This study aims to measure the metacognitive awareness of prospective teachers at the Balitar Islamic University (UNISBA) Blitar. This research was conducted using a survey technique using a Metacognitive Awareness Inventory (MAI) questionnaire. The questionnaire consists of two aspects, namely metacognitive knowledge and metacognitive regulation. The results of the study show that the metacognitive awareness of prospective teachers at UNISBA Blitar is high (score range 35-49). Procedural knowledge has the highest percentage value in the aspect of metacognitive knowledge. In the aspect of metacognitive regulation, the highest score was in the correcting indicator (93.75 percent). The lowest score is on the evaluating indicator (76.25 percent).
Keywords
Full Text:
PDFReferences
Adhitama RS, Kusnadi Supriatno B. 2014. Kesadaran metakognitif siswa dalam pembelajaran berbasis proyek pada Pokok Bahasan Pencemaran Lingkungan. Asimilasi 1(1): 39-45.
Anderson, L. W., & Krathwohl, D. R. 2010. A Taxonomy for Learning, Teaching and Assesing: a Revision of Bloom’s Taxonomy. New York: Longman Publishing
Cakici D. 2018. Metacognitive awereness and critical thinking abilities of pre-service EFL teachers. Journal of Education and Learning.7 (5): 116-129.
Cross, D. R. & Paris, S. G. 1988. Developmental and instructional analysis of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
Danial M. 2010. Kesadaran metakognisi, keterampilan metakognisi dan penguasaan konsep Kimia Dasar. Jurnal Ilmu Pendidikan 17 (3): 225–229.
Desmita. 2006. Psikologi Pendidikan. Bandung: PT. Remaja Rosdakarya.
Downing, K. J. (2009). Self-efficacy and Metacognitive Development. International Journal of Learning, 16(4).
Hajrezayi B, Roshani alibinasi H, Shahalizade M, Zeynali M, Badali M. 2015. Effectiveness of blended learning on critical thinking skills of nursing students. J. Nurs. Educ 4 (1): 49-59.
Haller EP, Child DA, Walberg HJ. 1988. Can comprehension be taught? A quantitative synthesis of metacognitive studies. Educational Researcher, 17(9): 5-8.
Isnawan, M.G. 2015. Pengkategorian Kesadaran Metakognit
if Mahasiswa pada Pembelajaran Aljabar Linier di AMIKOM Mataram. Makalah disampaikan dalam Seminar Nasional Matematika dan Pendidikan Matematika Universitas Negeri Yogyakarta.
Kuhn, D., & Dean, Jr, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into practice, 43(4), 268-273.
Rompayom, P., Tambunchong, C., Wongyounoi, S., & Dechsri, P. (2010). The development of metacognitive inventory to measure students’ metacognitive knowledge related to chemical bonding conceptions. International Association for Educational Assessment, 1, 1-7.
Schraw G, Dennison RS. 1994. Asessing metacognitive awareness. Comtempory Educational Psycology 19 (4): 460-475.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in science education, 36(1-2), 111-139.
Sukaisih, R., & Muhali, M. (2014). Meningkatkan kesadaran metakognitif dan hasil belajar siswa melalui penerapan pembelajaran problem solving. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 2(1), 71-82.
DOI: http://dx.doi.org/10.17977/um052v12i3p202-206
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang,Building O-5 Jl. Cakrawala No.2 Malang 65145 Tel / Fax. (0341) 588077 (direct), (0341) 551312 line 262
E-mail: jpb.journal@um.ac.id
Web: s.id/JPB