Profil pengembangan metakognisi dimensi strategic use pada peserta didik kelas iv sekolah dasar dalam pembelajaran ipas
Abstract
This study aims to provide an overview of how the strategic utilization dimensions are developed in Grade IV of SDN Karangasem 4 Surakarta. The research employs a qualitative method, including observation, interviews, and document analysis, to gather data. Participants include teachers and students from these classes. Data analysis follows Miles and Huberman's interaction analysis technique. Findings indicate that while there has been some progress in developing the dimensions of strategic use in the IPAS learning process, further optimization is still needed. This study underscores the importance of these dimensions in enhancing children's metacognitive skills. The strategic use dimension helps learners employ appropriate learning strategies for encountered issues. The use of strategies aids learners in easily resolving problems. The implementation of metacognitive dimensions helps learners recognize their own capabilities. Therefore, awareness of metacognition assists learners in completing tasks or solving problems they face. Additionally, learners can easily determine the appropriate learning strategies in the problem-solving process.
Keywords : metacognition, strategic use dimensions, science learning, and elementary school
Keywords
Full Text:
PDFReferences
F. O. Rachmat, “Pengaruh Model Role Playing Berbantuan Media Giatorys Terhadap Peningkatan Keterampilan Proses Sains Siswa Pada Pembelajaran Ipas Sd,” 8, pp. 220–227, 2024, [Online]. Available: http://repository.upi.edu/id/eprint/115098 [2] L. P. A. Friska Dewi and I. B. G. Surya Abadi, “Contextual Teaching and Learning Berbasis Tri Hita Karana Dijadikan sebagai Model Pembelajaran IPAS di SD,” Jurnal Pendidikan Multikultural Indoneia., 5 (2), pp. 80–92, 2022, doi: 10.23887/jpmu.v5i2.55993. [3] D. P. S. Putri and I. W. Wiarta, “E-Book Interaktif Berbasis Problem Based Learning Materi Sejarah Kerajaan di Nusantara pada Mata Pelajaran IPAS Kelas IV Sekolah Dasar,” Jurnal Ilmiah Pendidikan Profesi Guru, 5 (3), pp. 502–513, 2023, doi: 10.23887/jippg.v5i3.57747. [4] B. Silaban and D. Darhim, “Kemampuan Metakognisi Siswa Berdasarkan Gaya Kognitif dalam Menyelesaikan Soal PISA,” Jurnal Cendekia Jurnal Pendidikan. Maematika, 7 (2), pp. 1496–1507, 2023, doi: 10.31004/cendekia.v7i2.2242. [5] I. Masturoh and N. Anggita, “Metakognisi Siswa dalam Menyelesaikan Soal Matematika Berbasis PISA pada Konten Space and Shape,” 2018. [6] A. Dewika, F. Rahmi, and Y. Maputra, “Metakognisi dan kaitannya dengan self efficacy siswa,” Jurnal Pendidikan Dasar dan Menengah, 1 (2), pp. 48–55, 2021, doi: 10.31960/dikdasmen-v1i2-1394. [7] Y. Elmasari, “Inovasi Pembelajaran Metakognitif Berbasis Softskill Pada Pendidikan Vokasi Dalam Mendukung Dunia Industri 4.0,” JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informal, 7 (4), pp. 1385–1390, 2022, doi: 10.29100/jipi.v7i4.3645. [8] D. Muijs and C. Bokhove, “Metacognition and Self-Regulation: Evidence Review,” Education Endowment Foundation,. May, pp. 1–45, 2020, [Online]. Available: https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/metacognition-and-self-regulation-review/%0Ahttps://educationendowmentfoundation.org.uk/public/files/Metacognition_and_self-regulation_review.pdf [9] L. Nurishlah, “Jurnal murabbi,” 2, no. Mid, pp. 47–52, 2023. [10] W. Widiana, “Mengembangkan Kemampuan Berpikir Metakognitif di Sekolah Dasar ; Kajian Berpikir tentang Berpikir,” p. 68, 2022. [11] S. Sukiyanto, “Munculnya Kesadaran Metakognisi Dalam Menyelesaikan Masalah Matematika,” AKSIOMA Program Studi Pendidikan Matematika, 9 (1), p. 126, 2020, doi: 10.24127/ajpm.v9i1.2654. [12] R. W. Wardana, A. Prihatini, and M. Hidayat, “Identifikasi Kesadaran Metakognitif Peserta Didik dalam Pembelajaran Fisika,” PENDIPA Journal of Science Education, 5 (1), pp. 1–9, 2020, doi: 10.33369/pendipa.5.1.1-9. [13] F. Novika Pertiwi, “Dimensi Pengetahuan FKPM (Faktual, Konseptual, Prosedural, dan Metakognitif) Mahasiswa IPA pada Pembelajaran Mekanika,” Ibriez Jurnal Kependidikan Dasar Islam Berbasis Sains, 6, 2021, doi: 10.21154/ibriez.v6i1.146. [14] Sugiyono, “Metode Penelitian Kuantitatif, Kualitatif, dan R&D,” Bandung: Alfabeta, 2019. [15] A. Alsa, A. P. Hidayatullah, and A. Hardianti, “Strategi Belajar Kognitif Sebagai Mediator Peran Motivasi Belajar terhadap Prestasi Belajar,” Gadjah Mada Journal of Psychology (GamaJoP), 7 (1), p. 99, 2021, doi: 10.22146/gamajop.62623. [16] reska emilya, “Pengaruh Penggunaan Strategi Metakognitif Terhadap Hasil Belajar Siswa Kelas X Pada,” Perpustakaan Universitas Islam Riau, pp. 7–12, 2019. [17] R. Nuralifah, R. Rukayah, and D. Y. Saputri, “Analisis penggunaan media buku cerita bergambar pada pembelajaran bahasa indonesia di kelas II sd,” Jurnal Pendidikan Dasar, 10 (2), 2023, doi: 10.20961/jpd.v10i2.69294. [18] A. Sari and A. Info, “Perkembangan Bahasa Anak Usia Dini 5-6 Tahun Ditinjau dari Aspek Sintaksis dan Pragmatik,” 2 (2), pp. 102–106, 2021. [19] A. Asnawati, “Upaya Peningkatan Kemampuan Guru Untuk Menggunakan Media Pembelajaran Dalam Proses Pembelajaran Melalui Supervisi Akademik Kepala Sekolah Sd Negeri 63 Pekanbaru,” Perspektif Pendidikan dan Keguruan, 10 (1), pp. 44–58, 2019, doi: 10.25299/perspektif.2019.vol10(1).3098. [20] F. N. Miftahul Jannah, H. Nuroso, M. Mudzanatun, and E. Isnuryantono, “Penggunaan Aplikasi Canva dalam Media Pembelajaran Matematika di Sekolah Dasar,” Jurnal Pendidikan Dasar, 11 (1), 2023, doi: 10.20961/jpd.v11i1.72716. [21] M. Khoiron, Media pembelajaran untuk generasi milenial, 000 (1). 2021. [22] W. Serpara, K. Karuna, and J. Tomasouw, “Hubungan Pengetahuan Strategi Metakognitif Dengan Kemampuan Memahami Teks,” J-EDu Jurnal - Erfolgreicher Deutschunterricht, 2 (2), pp. 120–127, 2022, doi: 10.30598/j-edu.2.2.120-127. [23] L. A. K. La Ode Liaumin Azim1, Rahman2, “3 1,2,3,” 13 (2), pp. 129–141, 2021.
Refbacks
- There are currently no refbacks.
