EXPERIMENT ROLE TO DEVELOP METACOGNITION ABILITY OF PROSPECTIVE TEACHERS

Nyoto Suseno (2016) Experiment Role To Develop Metacognition Ability Of Prospective Teachers

Universitas Muhammadiyah Metro


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ABSTRACT

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This study aims to shoot the role of experiments in the skill course of study program in case of building metacognition abilities. This study was conducted at the Physical Education Study Program, Teacher Training and Education Faculty of Muhammadiyah University of Metro. The data were collected by using documentation, observations, interviews, written tests and performance tests. The data were analyzed qualitatively and quantitatively. Qualitative analysis includes the following phases: tabulation, description and interpretation 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. Based 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 potential so that the students’ metacognitive abilities could be well developed.

REFERENSI

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