eprintid: 51920
rev_number: 10
eprint_status: archive
userid: 12253
dir: disk0/00/05/19/20
datestamp: 2022-07-12 21:26:40
lastmod: 2022-07-12 21:26:40
status_changed: 2022-07-12 21:26:40
type: article
metadata_visibility: show
creators_name: Winarti, -
creators_name: Santi Eka Ambaryani, -
creators_name: Himawan Putranta, -
title: Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving
ispublished: pub
subjects: F
subjects: met_pemb
divisions: artkl
full_text_status: public
keywords: cognitive activities, metacognition skill, problem-solving, self-regulated learning, simple harmonic motion
abstract: Self-Regulated Learning (SRL) is important to solve learning problems. This research aimed to determine the effect of the problem-solving based Self-Regulated Learning (SRL) strategy on simple harmonic motion material toward the metacognitive abilities of student’s senior high school. This research applied a quasi-experimental method with a pre-test and post-test control group design. This research was conducted at Senior high school (SMAN 5 Yogyakarta) with student (n=216). This research used a quasi-experimental method with pre-test-post-test control group design. Sampling was carried out by purposive sampling technique. The instrument used was a test in the form of an essay question sheet and a non-test in the form of a self-regulation journal and student observation sheets. Based on the results of the research, the results of the post-test data hypothesis test for the experimental class and the control class obtained that the calculated Z value was greater than the Z table value (-3.677>-1.96) and the significance value (2-tailed) was 0.001 or less than 0.05. Therefore, the problem-solving based Self-Regulated Learning strategy affected the metacognitive ability of students. Metacognition ability was known on each self-regulation indicator as evidenced by the description of students' answers. It could be found from the N-gain average score, 0.5904, categorized as “moderate”. The learners’ metacognitive skills were found on each indicator of self-regulation, proven with the descriptions of learners’ answers. This learning strategy could be applied as a solution to reflect the learning and learners’ cognitive activities in solving physics problems.
date: 2022-01
date_type: published
publication: International Journal of Instruction
volume: 15
number: 1
pagerange: 139-154
refereed: TRUE
issn: e-ISSN: 1308-1470 p-ISSN: 1694-609X
citation:   Winarti, - and Santi Eka Ambaryani, - and Himawan Putranta, -  (2022) Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving.  International Journal of Instruction, 15 (1).  pp. 139-154.  ISSN e-ISSN: 1308-1470 p-ISSN: 1694-609X     
document_url: https://digilib.uin-suka.ac.id/id/eprint/51920/1/Improving%20Learners%E2%80%99%20Metacognitive%20Skills%20with%20Self-Regulated%20Learning%20based%20Problem-Solving.pdf
document_url: https://digilib.uin-suka.ac.id/id/eprint/51920/2/surat-surat-pernyataan1657660396.pdf