PENGEMBANGAN MODEL PEMBELAJARAN PENDEKATAN METAKOGNITIF PADA SD/ MI

Ahmad Surohman, NIM.: 19204080040 (2021) PENGEMBANGAN MODEL PEMBELAJARAN PENDEKATAN METAKOGNITIF PADA SD/ MI. Masters thesis, SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is used to deal with the proliferation of massive technological developments, even in Indonesia the use of the internet using mobile phones has reached 195.3 million people. Internet use is correlated with the use of social media in Indonesia. The use of social media in Indonesia reaches 160 million people, of which the most widely used social media is Facebook, then WhatsApp and Instagram. This research is expected to be able to overcome this very fast technological development with a metacognitive learning model in elementary school/ MI. This learning model with a metacognitive approach can help students identify themselves so that they are able to sort and choose information obtained on the internet, and can avoid hoks and can control themselves from pseudo happiness such as addiction to online games. This type of research is development research which has the first objective to determine the process of developing a learning model with a metacognitive approach in elementary school/ MI, and second to determine the feasibility of developing a learning model using a metacognitive approach in elementary school/ MI. The research conducted is research and development of R&D (Research and Development). The procedure for developing a product development model for this metacognitive learning model in elementary school/ MI uses the Brog and Gall model which includes potential and problems, collection, product design, design validation, product revision, product testing, product revision, usage trials, product revisions, and mass products. The product of developing a learning model with a metacognitive approach in elementary school/ MI was validated by instructional experts and RPP experts and tested on 4th grade students of MI Maarif Bego. The feasibility of this product is reviewed from the validation results, then viewed from the pretest and posttest results and the last is student learning outcomes. The results of the validation were carried out qualitatively by experts. Experts have stated that the learning model with this metacognitive approach in elementary school/ MI is worthy of revision. The results of the research on the development of learning models with a metacognitive approach in elementary school/ MI are as follows: learning outcomes of metacognitive values obtained from class 4B as the class that received treatment, metacognitive values of pretest and posttest showed significant differences, because p <0.05. The results of the learning scores of grade 4B students who used the development of learning models with a metacognitive approach in elementary school/ MI showed a better improvement, compared to grade 4A who did not receive any treatment. This shows that the learning model with a metacognitive approach in elementary school/ MI is able to significantly increase the value of lessons and metacognition.

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