DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Perbandingan Keterampilan Metakognitif, Kemampuan Berpikir Kritis dan Karakter Siswa SMA dalam Pembelajaran Biologi Melalui Strategi Reciprocal Teaching, Think Pair Share dan Reciprocal Teaching dipadu Think Pair Share

Yunawati Sele

Abstrak


ABSTRAK

 

Sele, Yunawati. 2016. Perbandingan Keterampilan Metakognitif, KemampuanBerpikir Kritis dan Karakter Siswa dalam Pembelajaran Biologi MelaluiStrategi Reciprocal Teaching, Think Pair Share dan Reciprocal Teachingdipadu Think Pair Share. Tesis. Program Studi Pendidikan Biologi,Pascasarjana, Universitas Negeri Malang. Pembimbing: (I). Prof. Dr. A. D.Corebima, M.Pd, (II). Dr. Hj. Sri Endah Indriwati, M.Pd

 

Kata kunci: Keterampilan Metakognitif, Kemampuan Berpikir Kritis, Karakter,Strategi Reciprocal Teaching (RT) , Strategi Think Pair Share (TPS),Strategi RT dipadu TPS

Strategi pembelajaran Reciprocal Teaching (RT) dan Think Pair Share (TPS) merupakan strategi pembelajaran kooperatif yang dapat diterapkan secara terpisah ataupun diterapkan secara terintegrasi. Strategi-strategi tersebut memiliki potensi dalam memberdayakan keterampilan metakognitif, kemampuan berpikir kritis dan karakter siswa dalam pembelajaran biologi. Namun hingga saat ini, informasi tentang perbandingan keterampilan metakognitif, kemampuan berpikir kritis dan karakter siswa yang mengikuti pembelajaran RT, TPS, RT dipadu TPS serta pembelajaran konvensional masih terbatas. Tujuan penelitian ini adalah untuk mengetahui perbedaan keterampilan metakognitif, kemampuan berpikir kritis dan karakter siswa pada keempat strategi pembelajaran yang digunakan.

Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen) dengan pretest-postest nonequivalent control group design. Penelitian dilakukan pada semester gasal tahun ajaran 2015/2016 dengan subjek penelitian adalah siswa kelas X SMA Negeri 6 Malang dan SMA Negeri 9 Malang. Instrumen yang digunakan adalah tes essay, rubrik keterampilan metakognitif, rubrik kemampuan berpikir kritis serta angket karakter.

Hasil penelitian menunjukkan bahwa: 1) Terdapat perbedaan keterampilan metakognitif antara siswa yang mengikuti pembelajaran RT, TPS, RT dipadu TPS dan konvensional. Siswa yang mengikuti pembelajaran RT dipadu TPS mengalami peningkatan keterampilan metakognitif yang paling tinggi. Peningkatan tersebut lebih tinggi 39,12% dari siswa pada pembelajaran RT, lebih tinggi 52,31% dari siswa pada pembelajaran TPS serta lebih tinggi 112,89% dari siswa yang mengikuti pembelajaran konvensional. 2) Terdapat perbedaan kemampuan berpikir kritis antara siswa yang mengikuti pembelajaran RT, TPS, RT dipadu TPS dan konvensional. Siswa yang mengikuti pembelajaran RT dipadu TPS mengalami peningkatan kemampuan berpikir kritis yang paling tinggi. Peningkatan tersebut lebih tinggi 52,51% dari siswa pada pembelajaran RT, lebih tinggi 70,14% dari siswa pada pembelajaran TPS serta lebih tinggi 133,88% dari siswa yang mengikuti pembelajaran konvensional. 3) Terdapat perbedaan karakter antara siswa yang mengikuti pembelajaran RT, TPS, RT dipadu TPS dan konvensional. Siswa yang mengikuti pembelajaran RT dipadu TPS mengalami peningkatan karakter yang paling tinggi. Peningkatan tersebut lebih tinggi 2,58% dari siswa pada pembelajaran TPS serta lebih tinggi 7,99% dari siswa yang mengikuti pembelajaran konvensional. Informasi tentang tingginya potensi pembelajaran RT dipadu TPS dalam memberdayakan keterampilan metakognitif, kemampuan berpikir kritis dan karakter siswa diharapkan dapat menginspirasi guru untuk menerapkan strategi pembelajaran tersebut secara konsisten dalam pembelajaran. Selain itu, informasi tentang rendahnya potensi pembelajaran konvensional juga hendaknya menginspirasi guru untuk menghilangkan kebiasaan mengajar secara konvensional.

 

ABSTRACT

Sele, Yunawati. 2016. The Comparison of the Metacognitive Skills, CriticalThinking Skills and Character of Senior High School Students’ in BiologyLearning by Reciprocal Teaching, Think Pair Share and RT integrated withTPS strategies. Thesis. Study Program of Biology Education, Postgraduate,State University of Malang. Advisors: (I). Prof. Dr. A. D. Corebima, M.Pd,(II). Dr. Hj. Sri Endah Indriwati, M.Pd

 

Keywords: metacognitive skills, critical thinking skills, character, ReciprocalTeaching (RT), Think Pair Share (TPS), RT integrated with TPSstrategy.

Reciprocal Teaching (RT) and Think Pair Share (TPS) learning strategiesare cooperative learning strategy that can be implemented separately orimplemented by combining both strategies. Those learning strategies had potentialto empower students’ metacognitive skills, critical thinking skills and character inbiology learning. Until now, information about comparison of students’metacognitive skills, critical thinking skills and character in the class by usingRT, TPS, RT integrated with TPS and conventional learning is still limited. Thepurpose of this study was to know the differences of students’metacognitiveskills, critical thinking skills and character in the four learning strategies used.

This study was a quasi-experimental research of pretest-posttestNonequivalent control group design. This study was conducted in the firstsemester of 2015/2016 academic year. The research subjects were the students ofclass X of State Senior High School (SSHS) 6 Malang and SSHS 9 Malang. Theinstrument used was essay test, metacognitive skill rubric, critical thinking skillrubric and character questionnaire

The results of the study showed that: 1) There was a difference in themetacognitive skills among students that taught by using RT, TPS, RT integratedwith TPS and conventional learning strategy. Students’ metacognitive skills in theclass taught by RT integrated with TPS learning strategy has the highs increase.The metacognitive skill increase of RT integrated with TPS learning is 39,12%higher than the RT learning strategy, 52.31% % higher than the TPS learningstrategy and 112.89% higher than the conventional learning; 2) There was adifference in the critical thinking skills among students that taught by using RT,TPS, RT integrated with TPS and conventional learning. Students’ criticalthinking skills in the class taught by RT integrated with TPS learning strategy hasthe highs increase. The critical thinking skills increase of RT integrated with TPSlearning is 52.51% higher than the RT learning strategy 70.14% higher than theTPS learning strategy and 133.88% higher than the conventional learning; 3)There was a difference in the character among students that taught by using RT,TPS, RT integrated with TPS and conventional learning. Students’ character inthe class taught by RT integrated with TPS learning strategy has the highsincrease. The character increase of RT integrated with TPS learning is 2.58%higher than the TPS learning strategy and 7,99% higher than the conventionallearning. The Information about the high potential of RT integrated with TPSlearning to empower students’ metacognitive skills, critical thinking skills andcharacter should inspire teachers to consistently implement RT integrated withTPS learning strategy in order to improve the quality of learning. Moreover, theinformation about the low potential of conventional learning should inspireteachers to eliminate the habit of conventional teaching.