Nyoto Suseno, Purwiro Harjati (2016) Experiment Role In Developingmetacognition Ability Of Teachers‘prospective
This study aims to shoot the role of experiments in the skill course of study program in case of building meta cognition abilities. This study was conducted at the Physical Education Study Program, Teacher Training and Education Faculty of Muhammadiyah University of M etro. The data were collected by using documentation, observations, interviews, written tests and p erformance tests. The data were analyzed qualitatively and quantitatively. Qualitative analysis includes the following phases: tabulation, description and interpretat ion in order to connecting the facts that are related to the research focus. Quantitative analysis was using a statistical correlation between activities of doing experiment with metacognition abilities. This study found that in every physics course, experimental activities carried out separately by the course but in the same course package. Ba sed on qualitative data, it was found that the experimental activities have a good role in building the capability of students. Based on quantitative data, it was found that metacognitive abilities were associated with the ability to execute the experiment ; the ability to execute the experiment contributed 13.2% to the ability of metacognition. Based on the results, it can be seen that the experiment role should be optimized in order to build students‘ metacognitive abilities and need to integrate other pot ential so that the students‘ metacognitive abilities could be well developed.
Keywords : Physical Concept, Experiment, Metacognition Abilities
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