Program Pembelajaran IPA Berbasis Masalah untuk Menumbuhkan Metakognisi Siswa MTS di Salatiga

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Anggun Zuhaida

Abstract

The rapid development of study materials on science requires educators to be able to design and implement more targeted education on the concept of science. The development of science is not only shown by a collection of facts, but arises due to the existence of scientific methods and scientific attitudes. Science is not just about knowledge, it involves mental operations, skills and strategies in discovering the concept of science itself. Science-problem based learning program for metacognition for metacognition skills development is a implementation of learning tools, especially syllabus, lesson plan (RPP), worksheet, media, and assessment. Learning model used in this research is problem based learning (PBL). Learning innovation model refers to PBL model in learning implementation to know student metacognition achievement. The research methode is Research and Development Procedure (R&D). The research was conducted on MTs in Salatiga City with the subject of the study of students in 8th class by purposive sampling method. The research final goal is to review characteristic of problem-based science learning program and to analyze achievment of metacognition ability level. Metacognition indicators used are referring to the types of Schraw and Dennison Metacognition (1994: 472-474). Result of metacognition skill achievement on aspect of essay test showed positive result, performance aspect showed the dominant indicator was planning, meanwhile from result of questionnaire showed dominance of evaluation indicator

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How to Cite
ZUHAIDA, Anggun. Program Pembelajaran IPA Berbasis Masalah untuk Menumbuhkan Metakognisi Siswa MTS di Salatiga. Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains, [S.l.], v. 2, n. 2, p. 1-10, dec. 2017. ISSN 2548-4176. Available at: <http://ibriez.iainponorogo.ac.id/index.php/ibriez/article/view/30>. Date accessed: 23 may 2018. doi: https://doi.org/10.21154/ibriez.v2i2.30.
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