ABSTRAK
Tujuanpenelitianadalah: (1)untukmengetahuipengaruhpenerapan model pembelajarankonstruktivis-metakognitifterhadaphasilbelajarkognitif,dan(2) untuk mengetahuipengaruhpenerapan model pembelajarankonstruktivis-metakognitifterhadapretensipesertadidik.
Penelitian yang dilakukantermasukdalameksperimensemu (quasyexperiment) dengan desain penelitianPosttest Only Nonequivalent Control Group Designmenggunakankelaseksperimen (penerapan model konstruktivis-metakognitif) dankelaskontrol (tanpa penerapan model konstruktivis-metakognitif).Populasipenelitianadalahsemuapesertadidikkelas XI MIPA SMAN 3 Surakarta tahunpelajaran 2014/2015.Teknikpengambilansampeldengancluster random sampling,sehinggadiperolehkelas XI MIPA 6sebagaikelaseksperimen dengan 33 peserta didikdan XI MIPA 5sebagaikelaskontrol dengan 32 peserta didik. Teknikpengumpulan data menggunakantekniktes dan non-tes.Analisis data denganmenggunakanuji-t.
Berdasarkan analisis uji-t (t-test) diperoleh bahwa nilai signifikansi hasil belajar kognitif peserta didik kurang dari 0,050 (0,000 < 0,050), sehingga H0 ditolak. Keputusan uji yang diambil yaitu terdapat perbedaan signifikan pada hasil belajar kognitif peserta didik antara kelas kontrol dan eksperimen. Analisis uji-t untuk retensi peserta didik diperoleh nilai signifikan lebih kecil dari 0,050 (0,016 < 0,050), sehingga H0 ditolak. Keputusan uji yang diambil yaitu terdapat perbedaan signifikan pada retensi peserta didik antara kelas kontrol dan kelas eksperimen.
Kesimpulan penelitian yaitu: (1) model pembelajaran konstruktivis-metakognitif berpengaruh terhadap hasil belajar kognitif peserta didik, dan (2) model konstruktivis-metakognitif berpengaruh terhadap retensi peserta didik.
Kata Kunci: model pembelajaran konstruktivis-metakognitif, hasil belajar kognitif, retensi peserta didik
ABSTRACT
The purposes of the research are: (1) to know the influence of constructivist-metacognitive model towards students’cognitive learning outcome; and (2) to know the influence of constructivist-metacognitive model towards students’ retention.
This research was quasy experiment with posttest only nonequivalent control group design by using the experimental class (application of constructivist-metacognitive model) and control class (without application constructivist-metacognitive model). Research population were all students at the eleventh grade of science class at SMAN 3 Surakarta in academic year 2014/2015. The sampling technique was cluster random sampling, so the researcher chose XI MIPA 6 as the experimental class with 33 students and XI MIPA 5 as the control class with 32 students. Data were collected by testing and non-testingtechnique. Data were analyzed by t-test.
Based on the t-test analysis, it is acquired that p-value of students’ cognitive learning outcome is less than 0,050 (p (0,000) < 0,050), so H0is denied. In summary, there is significant difference on cognitive learning outcome between the control class and the experimental class. T-test analysis about students’ retention is acquired that p-value is less than 0,050 (p (0,016) < 0,050), so H0 is denied. It can be concluded that there is significant difference on students’ retention between the control class and the experimental class.
The conclusions of this research are: (1) constructivist-metacognitive model affects students’cognitive learning outcome; and (2) constructivist-metacognitive model affects students’ retention.
Keywords :constructivist-metacognitive model, cognitive learning outcome, students’ retention.