Keterkaitan antara Pola Keterampilan Berpikir dengan Penguasaan Konsep Siswa pada Pembelajaran Strategi Metakognisi Berbantuan Thinking Map

Dyne Rizki Puspitasari, Lia Yuliati, Sentot Kusairi

Abstract

The purpose of this research is to analyze relationship between thinking skill pattern and students’ conceptual acquisition on metacognitive strategy assisted by thinking map. This mixed method research (embedded experimental design) was conducted at junior high school students and used conceptual acquisition test (posttest) and observation paper. The observation paper was used to analyze students’ thinking skill pattern by using thinking map. The result of this research showed that students who had high thinking skill pattern reached
high conceptual acquisition score too. This physics conceptual acquisition score showed students’ cognitive process grade. Conclusion of this research is the relationship between thinking skill pattern and junior high school students’ physics conceptual acquisition is exist.

Full Text:

PDF

References

Yuliati, L. 2008. Model-Model Pembelajaran Fisika “Teori dan Praktek”.Malang: Lembaga Pengembangan Pendidikan dan Pengajaran (LP3) Universitas Negeri Malang.

Nuryana, M., dan Sugiarto, B. 2012. Hubungan Keterampilan Metakognisi dengan Hasil Belajar Siswa Pada Materi Reaksi Reduksi Oksidasi (Redoks) Kelas X-1 SMA Negeri 3 Sidoarjo. Unesa Journal of Chemical Education, 1 (1): 83-91.

Nashon. S. M., dan Nielsen, W. 2011. Connecting Student Self-Regulation, Metacognition and Learning to Analogical Thinking in A Physics Problemsolving Discourse. International Research Journals. 1 (5): 68 – 83.

Sastrawati, E., Rusdi, M., dan Syamsurizal. 2011. Problem based Learning, strategi Metakognisi, dan Metermapilan Berpikir Tingkat Tinggi Siswa. Tekno Pedagogi, 1 (2): 1-14.

Lucky, A. dan Mulyanratna, M. 2012. Penerapan Strategi Belajar Metakognitif dalam Meningkatkan Kualitas Belajar Siswa Pada Materi Cahaya di Kelas VIII SMP Negeri 1 Mojokerto. Jurnal FMIPA Unesa. 321-329.

Corebima, A. D. 2006. Pembelajaran Biologi yang Memberdayakan Kemampuan Berpikir Siswa. Makalah disajikan pada Pelatihan Strategi Metakognitif pada Pembelajaran Biologi untuk Guru-Guru Biologi SMA di Kota Palangkaraya, 23 Agustus 2006.

Warouw, Z. W. M. 2010. Pembelajaran Reciprocal Teaching dan Metakognitif (RTM) yang Memberdayakan Keterampilan Metakognitif dan Hasil Belajar Biologi Siswa SMP. Jurnal Ilmu Pendidikan, 17 (2): 158-167.

Sırmacı, N., dan Tuncer, T. 2013. The Effect of Metacognition Strategies Applied in 7th Grade Mathematics Course “Permutation and Probability” Subject on Student’s Achievement, Metacognitive Skills, Attitudes and Permanence. Universal Journal of Education and General Studies. 2 (3): 71-78.

Ciascai, L., dan Haiduc, L.2011. Metacognitive Strategies that Romanian Pupils Use when Reading Science Textbooks. International Conference on Social Science and Humanity IPEDR.5(2) : 389-392.

Julianto, E., Hartono, dan, Wiyanto. 2010. Pembelajaran Fisika untuk Menumbuhkan Kemampuan Berpikir Hipotetikal Deduktif pada Siswa SMA. Jurnal Pendidikan Indonesia. 7: 17-22.

Mustami, M. K. 2007. Pengaruh Model Pembelajaran Synectics dipadu Mind Maps terhadap Kemampuan Berpikir Kreatif, Sikap Kreatif, dan Penguasaan Konsep Biologi. Lentera Pendidikan. 10 (2): 173-184.

Santoso. 2009. Pengaruh Penggunaan Laboratorium Riil dan Laboratorium Cirtuil pada Pembelajaran Fisika ditinjau dari Kemampuan Berpikir Kritis Siswa. Tesis tidak diterbitkan. Universitas Sebelas Maret Surakarta.

Sudarmin. 2012. Meningkatkan Kemampuan Berpikir Tingkat Tinggi Mahasiswa Melalui Pembelajaran Kimia Terintegrasi Kemampuan Generik Sains. Varia Pendidikan. 24 (1): 97-103.

Hyerle, D. N. dan Williams, K. Bifocal Assessment in the Cognitive Age: Thinking Maps for Assessing Content Learning and Cognitive Processes. The New Hampshire Journal of Education, 2010, pp. 32-38.

Long, D., dan Carlson, D. 2011. Mind the Map: How Thinking Maps Affect Student Achievement. Networks, vol 2, no. 13, 2011, pp. 1-7.

Costa, A. L. dan Kallick, B. 2000. Habit of Mind: Activating & Engaging. USA: ASCD.

DOI: https://doi.org/10.13057/ijap.v4i02.4978

Refbacks

  • There are currently no refbacks.