Analisis Keterampilan Metakognitif Mahasiswa dalam Mengkaji Implementasi Kurikulum Kimia di SMA melalui Project Based Learning

JRPK: Jurnal Riset Pendidikan Kimia

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Field Value
 
Title Analisis Keterampilan Metakognitif Mahasiswa dalam Mengkaji Implementasi Kurikulum Kimia di SMA melalui Project Based Learning
 
Creator Harta, Johnsen
 
Subject Project based Learning
Metacognitive Skills
Curriculum Implementation
Chemistry at Senior High School
Project based Learning
Keterampilan Metakognitif
Implementasi Kurikulum
Kimia SMA
 
Description The existence of the curriculum not only emphasizes the importance of attention to education, but also our efforts to explore and interpret the vital role of curriculum that will bring Indonesian education to international level. Especially in chemistry learning, prioritizing the structure and implementation of the right curriculum is an essential part of introducing and reviving the role of meaningful chemical learning. This study aims to investigate the metacognitive aspects of students in reviewing the implementation of senior high school in Yogyakarta. This research is a quantitative-qualitative descriptive study with 3 project based learning. The research was conducted from August to December 2018. The research instruments used were interview sheets, test questions according to metacognitive level indicators, questionnaires in the form of Metacognitive Awareness Inventory (MAI), presentation-discussion assessment sheets, and reflection sheets. Data collection techniques include descriptive analysis of the results of metacognitive level tests, MAI questionnaire analysis using Rasch Model, analysis of interviews, observation, and reflection descriptively. The results show that students were good at analyzing curriculum structure and studying the implementation of high school and vocational chemistry curriculums in Yogyakarta with the acquisition of an average score of 82.65 for curriculum comprehension, component surgery and high school chemistry content in the curriculum having an average score of 89.57. Regarding the final value of the group project, the average value of the ability and analysis aspects in the chemistry teachers interview is 87.11; the average value for presentation design is 91.51; and the average value of presentation and discussion skills is 83.14. In the metacognitive test, 87.5% and 97.14% of students were completed and supported by Cronbach's Alpha Value of 0.94 for the results of the MAI questionnaire analysis using the Rasch Model. The five metacognitive levels have been achieved well.
Keywords
Project based Learning,  Metacognitive Skills, Curriculum Implementation, Chemistry at Senior High School
Eksistensi kurikulum bukan hanya sekadar menegaskan pentingnya perhatian terhadap pendidikan, namun juga terkait usaha kita untuk menyelami dan memaknai peran vital kurikulum yang akan membawa pendidikan Indonesia dapat bersaing hingga level internasional. Khususnya dalam pembelajaran kimia, mengedepankan struktur dan implementasi kurikulum yang tepat menjadi bagian esensial untuk memperkenalkan dan menghidupkan peran kebermaknaan pembelajaran kimia. Penelitian ini bertujuan untuk menyelidiki metakognitif mahasiswa dalam mengkaji implementasi kurikulum SMA di Yogyakarta. Penelitian ini merupakan penelitian deskriptif kuantitatif-kualitatif dalam project based learning. Penelitian dilaksanakan selama bulan Agustus hingga Desember 2018. Instrumen penelitian yang digunakan berupa lembar wawancara, soal tes sesuai indikator level metakognitif, kuesioner berupa Metacognitive Awareness Inventory (MAI), lembar penilaian presentasi-diskusi, dan lembar refleksi.  Teknik pengumpulan data meliputi analisis deskriptif hasil tes level metakognitif, analisis kuesioner MAI menggunakan Rasch Model, analisis lembar wawancara, observasi, dan refleksi secara deskriptif. Hasil penelitian menunjukkan bahwa mahasiswa sudah baik dalam hal menganalisis struktur kurikulum dan mengkaji implementasi kurikulum kimia SMA di Yogyakarta dengan perolehan rata-rata nilai 82,65 untuk pemahaman kurikulum dan  bedah komponen dan konten kimia SMA dalam kurikulum memiliki rata-rata nilai 89,57. Terkait nilai akhir proyek kelompok, rata-rata nilai dari aspek kemampuan dan analisis dalam wawancara guru kimia adalah 87,11; rata-rata nilai untuk desain presentasi adalah 91,51; dan rata-rata nilai keterampilan presentasi dan diskusi adalah 83,14. Dalam tes metakognitif, 87,5% dan 97,14% mahasiswa dapat tuntas dan didukung pula dengan nilai alpha Cronbach sebesar 0,94 untuk hasil analisis kuesioner MAI menggunakan Rasch Model. Kelima level metakognitif sudah tercapai dengan baik.
 
Kata kunci
Project based Learning,  Keterampilan Metakognitif, Implementasi Kurikulum, Kimia SMA
 
Publisher LPPM Universitas Negeri Jakarta
 
Date 2019-12-28
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://journal.unj.ac.id/unj/index.php/jrpk/article/view/12617
10.21009/JRPK.092.06
 
Source JRPK: Jurnal Riset Pendidikan Kimia; Vol 9 No 2 (2019): JRPK - Jurnal Riset Pendidikan Kimia, Volume 9 Nomor 2 (2019); 94 - 102
2597-8772
2252-5378
10.21009/JRPK.092
 
Language ind
 
Relation http://journal.unj.ac.id/unj/index.php/jrpk/article/view/12617/7923
 
Rights Copyright (c) 2019 Author(s)
https://creativecommons.org/licenses/by/4.0/
 

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