THE EFFECT OF METACOGNITIVE LEARNING STRATEGIES PDCA (PREPARING, DOING, CHECKING, & ASSESSING AND FOLLOWING-UP) ON STUDENT METACOGNITIVE ABILITIES, SCIENCE PROCESS SKILLS, AND COGNITION LEARNING RESULT OF STUDENTS OF 11th GRADE IN SMAN 1 BLITAR ON ACID AND BASE SOLUTION TOPIC Parlan, P- Prakasa, Yana Fajar
Universitas Negeri Malang
Abstract
One of the chemistry material taught to 11th grade science student is acid and base solutions. Student often have difficulty learning on these topic because the learning is dominated by discourse and memorization learning. Metacognitive abilities is an important factor in the learning process. The application of the PDCA metacognitive strategy (MS-PDCA) in the learning process is to help students to improve metacognitive abilities to understand the abstract concepts in acid and base solution subject. The purpose of this research is: (1) to determine the feasibility of MS-PDCA and expository learning- (2) to know the level of metacognitive abilities, science process skilsl, and cognition learning result of students in the class that taught with MS-PDCA and expository strategies- (3) to know the influence of PDCA metacognitive strategies on student metacognitive abilities, science process skills, and cognition learning result- and (4) to know whether or not the relationship between metacognitive abilities and science process skills of students, the relationship between metacognitive abilities and cognition learning result of students, and the relationship between science process skilss and cognition learning result of students. The results of this research showed that: (1) the implementation of the learning process in the PDCA metaconitive class is 96.97% and the expository class is 97.61% with a very good category- (2) metacognitive abilities in the class of PDCA metacognitive strategy for the low category is 9.375%, medium 62.5%, and high 84.375%, while in the class of expository strategy for the low category is 9.375%, medium 84.375%, and high 6.25%. The science process skills in the class of PDCA metacognitive strategy for the very low category is 3.125%, low 6.25%, medium 21.875%, high 34.375%, and very high 34.375%, while in the class of expository for the very low category is 6.25%, low 9.375%, medium 43.75%, high 34.375%, and very high 6.25%. The cognition lea
Keywords: PDCA metacognitive learning strategies, metacognitive abilities, science process skills, cognition learning result, acid and base solutions
