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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ABSTRAK
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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. <!--[if gte mso 9]><xml>
REFERENSI