Analisis Kemampuan Metakognitif Mahasiswa Prodi Pendidikan Kimia Universitas Kristen Indonesia

Bela, Yongkifianus (2022) Analisis Kemampuan Metakognitif Mahasiswa Prodi Pendidikan Kimia Universitas Kristen Indonesia. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini bertujuan mengetahui tingkat kemampuan metakognitif pada Mahasiswa Fakultas Keguruan dan Ilmu Pendidikan pada program studi pendidikan kimia Universitas Kristen Indonesia dan perbedaan tingkat kemampuan metakognitif mahasiswa prodi pendidikan kimia UKI berdasarkan angkatan (Tahun masuk). Populasi penelitian ini adalah mahasiswa prodi Pendidikan Kimia Fakultas Keguruan dan Ilmu Pendidikan UKI, yang sampai dengan akhir semester genap 2021/2022 masih aktif mengikuti perkuliahan. Sampel sebanyak 23 mahasiswa, diambil menggunakan teknik sampel jenuh. Data berupa kemampuan metakognitif dikumpulkan menggunakan lembar inventori (MAI). Data yang diperoleh dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa Perkembangan kemampuan metakognitif mahasiswa Prodi Pendidikan Kimia dalam kategori baik lebih lanjut hasil analisis menunjukan terdapat perbedaan kemampuan pengetahuan metakognitif dan kesadaran metakognitif yang begitu dominan, pada angkatan 2019 sampai 2021. Perkembangan kemampuan metakognitif mahasiswa program studi Pendidikan kimia adalah baik, dengan nilai rata-rata 76,31. Kata Kunci: Kemampuan metakognitif, pendidikan kimia. / This study aims to determine the level of metacognitive ability of the students of the Faculty of Teacher Training and Education at the Indonesian Christian University chemistry education study program and the differences in the level of metacognitive ability of the UKI Chemistry Education Study Program students based on generation (year of entry). The population of this research is students of the Chemistry Education Study Program, Faculty of Teacher Training and Education, UKI, who until the end of the even semester of 2021/2022 are still actively participating in lectures. A sample of 23 students was taken using the saturated sample technique. Data in the form of metacognitive abilities were collected using an inventory sheet (MAI). The data obtained were analyzed descriptively quantitatively. The results showed that the metacognitive ability development of Chemistry Education Study Program students was in good category. Further analysis results showed that there were differences in metacognitive knowledge abilities and metacognitive awareness that were so dominant, in the class of 2019 to 2021. The development of metacognitive abilities of students of the Chemistry Education study program was good, with grades an average of 76.31. Keywords: Metacognitive ability, chemistry education

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