PENGARUH KETERAMPILAN MIND MAPPING TERHADAP KETERAMPILAN METAKOGNITIF SISWA KELAS V
DOI:
https://doi.org/10.26740/jrpd.v5n1.p932-940Abstract
ABSTRACT
This research aims to identify and explain (the effect on the mind mapping skills against 5th grade students metacognitive skills in the Mathematics subjects of materials two-dimentional figure. The research design used was Quasi Experimental Designs. The subjects were 5th grade students of SD Negeri Sungapan 1 second semester of 2015/2016 academic year. Data were obtained through two instruments (1) metacognitive questionnaire sheet and (2) the mind mapping skills observation sheets. While the mind mapping observation skills is done by an observer in the experimental classroom. To ensure the accuracy and confidence in the results of research, the instrument has gone through stages of validity and reliability. The results showed that the average score of the initial questionnaire metacognitive skills in the experimental class amounted to 68.12 (51.77 points). Meanwhile, the average score of the final questionnaire metacognitive skills in the experimental class amounted to 86.54 (65.77 points). Based on the regression test on the measurement data of students mind mapping skills questionnaire data metacognitive experimental class can be seen the value of R square of 0.166, or 16.6% , This means that the influence of mind mapping variable to variable metacognitive skills by 16.6%. With a significance value of 0.025 which is under 0.05 proved there is influence of the mind mapping skills against metacognitive skills. According to those experiment result conclude that: there is significant influence mind mapping skills against 5th elementary students metacognitive skills in the Mathematics subject materials two-dimentional figure.
Keywords: metacognitive skills, mind mapping skills.
ABSTRAK
Tujuan dari penelitian ini adalah untuk mengetahui dan menjelaskan pengaruh keterampilan mind mapping terhadap keterampilan metakognitif siswa kelas V SD pada mata pelajaran Matematika materi geometri bangun datar. Desain penelitian yang digunakan adalah Quasi Experimental Designs. Subjek penelitian adalah siswa kelas V SD Negeri Sungapan 1 semester genap tahun pelajaran 2015/2016. Data penelitian diperoleh melalui dua instrumen (1) lembar angket metakognitif dan (2) lembar observasi keterampilan mind mapping. Angket metakognitif diberikan kepada subjek penelitian sebelum dan sesudah perlakuan (penerapan metode mind mapping). Sementara observasi keterampilan mind mapping dilakukan oleh seorang observer pada kelas eksperimen. Untuk menjamin keakuratan dan kepercayaan hasil penelitian, maka instrumen telah melalui tahap uji validitas dan reabilitas. Hasil penelitian menunjukkan bahwa rata-rata nilai angket awal keterampilan metakognitif pada kelas eksperimen sebesar 68,12 (51,77 poin). Sedangkan, rata-rata nilai angket akhir keterampilan metakognitif pada kelas eksperimen sebesar 86,54 (65,77 poin). Dengan demikian terdapat peningkatan sebesar 18,42 (14 poin). Berdasarkan hasil uji regresi pada data pengukuran keterampilan mind mapping siswa terhadap data angket metakognitif kelas ekperimen dapat diketahui nilai R square sebesar 0,166 atau 16,6%. Artinya besarnya pengaruh variabel mind mapping terhadap variabel keterampilan metakognitif sebesar 16,6%. Dengan nilai signifikansi sebesar 0,025 yang berada di bawah 0,05 terbukti ada pengaruh ketrampilan mind mapping terhadap ketrampilan metakognitif. Melalui eksperimen penerapan metode mind mapping terhadap keterampilan metakognitif siswa maka diperoleh hasil yaitu: terdapat hubungan yang signifikan keterampilan mind mapping terhadap keterampilan metakognitif siswa kelas V SD pada mata pelajaran Matematika materi bangun datar.
Kata Kunci: keterampilan metakognitif, keterampilan mind mapping.
References
Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rieneka Cipta.
Budiarto, M. T. (2013). RMT dalam Pembelajaran Geometri: Fungsi Kognitif Mahasiswa dalam Menyelesaikan Soal Geometri Ditinjau dari Jenis Soal dan Kemampuan Geometri. Seminar RMT Unnes, (p. 1). Semarang.
Buzan, T. (2007). Buku Pintar Mind Map. Jakarta: PT Gramedia Pustaka Utama.
Corebima, D. e. (2015). The contribution of students metacognitive skills and scientific attitude towards their academic achievements in biology learning implementing Thinking Empowerment by Questioning (TEQ) learning integrated with inquiry learning (TEQI). International Journal of Educational Policy Research and Review , 113-120.
Desoete, A. (2001). Metacognition and Mathematical Problem Solving. Journal of Learning Disabilities , 436-438.
Ekawati, R. (2015). Primary Teachers Knowledge for Teaching Ratio and Proportion in Mathematics: The case of Indonesia. Eurasia Journal of Mathematics, Science & Technology Education , 513-514.
Nurniyanti. (2014). Efektivitas Mind Mapping Berbentuk Multimedia Dalam Meningkatkan Kemampuan Metakognitif Siswa SMK. Skripsi (p. 3). Bandung: Universitas Pendidikan Indonesia.
ONeil Jr, H.F. & Brown, R.S. (1997). Differential Effects of Question Formats in Math Assessment on Metacognition and Affect. Los Angeles: CSE University of California.
OECD. (2013). PISA 2012 Results in Focus What 15-year-olds Know and What They Can Do with What They Know. Paris: OECD Publisher.
Panaoura, A & Philippou. (2004). The Measurement of Young Pupils Metacognitive. Cerme Journals , 2-4.
Pidarta, M. (2007). Wawasan Pendidikan. Surabaya: Unesa University Press.
Reichard, K. M. (2002). Assessing Students Metacognitive Awareness of Reading Strategies. Journal of Educational Psychology , 94 (2), 249-251.
Risnanosanti. (2008). Kemampuan Metakognitif Siswa dalam Pembelajaran Matematika. Pythagoras , 4 (1), 87-88.
Riyanto, Y. (2012). Paradigma Baru Pembelajaran : sebagai Referensi bagi Guru/ Pendidik dalam Implementasi Pembelajaran yang Efektif dan Berkualitas. Jakarta: Kencana Prenada Media Group.
Romli, M. (2013). Strategi Membangun Metakognisi Siswa dalam Pemecahan Masalah. E-jurnal , 15-16.
Rustaman, N. et al. (20013). Common Text Book Strategi Belajar Mengajar. Bandung: FMIPA UPI.
Saepudin, A. e. (2009). Gemar Belajar Matematika 5. Jakarta: Pusat Perbukuan Depdiknas.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. New York: MacMillan.
Schraw, G. and Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology , 460-475.
Slavin, R. (2006). Educational Psychology: Theory and practice. Boston: Pearson Education.
Sperling, e. a. (2002). Measures of Childrens Knowledge and Regulation of Cognition. Contemporary Educational Psychology , 27, 53.
Sugiyono. (2011). Metode Penelitian Kuantitaif Kualitatif dan R&D. Bandung: Afabeta.
Sukarnan. (2005). Psikologi Kognitif. Surabaya: Srikandi.
Sukmadinata, N. (2004). Metode Penelitian Pendidikan. Bandung: PT Remaja Rosda Karya.
Wachidah, U. (2015). Penerapan Strategi Mind Mapping untuk Meningkatkan Keterampilan Metakognitif Siswa pada Materi Alat-Alat Optik. Jurnal inovasi Pendidikan Fisika , 4 (2), 33-39.
Wall, K. (2008). Understanding Metacognition Through The Use of Pupil. Thinking Skills and Creativity , 23-33.
Wicaksana, B. (2012). Penerapan Pembelajaran IPA dengan Strategi Mind Mapping (Peta Pikiran) terhadap Hasil Belajar Siswa pada Materi Ekosistem. Pensa E-Jurnal , 23.
Widyastuti, S. (2010). Menggunakan Metode Peta Pikiran (Mind Mapping) dalam Menulis. Seminar Metode Belajar yang Efektif (pp. 3-4). Klaten: Unpublished.
Willis, M. J. (2011). Reasearch Based Strategies to Ignite Student Learning. Virginia: ASCD.
Wilujeng, I. (2013). Pengembangan Media E-Book Interaktif Melalui Strategi Mind Mapping pada Materi Pokok Listrik Dinamis untuk Sma Kelas X. Jurnal Inovasi Pendidikan Fisika , 55 61.
Windura, S. (2008). Mind Map: Cara Paling Mudah dan Benar Mengajarkan dan Membiasakan Anak Menggunakan Mind Map untuk Meraih Prestasi. Jakarta: PT Gramedia.
Wresti, C. (2006). Waspadai Kesulitan Belajar Anak. Kompas.
Yiung Liu, et al. (2014). The Effect of Mind Mapping on Teaching and Learning：A Meta-Analysis. Standard Journal of Education and Essay , 2 (1), 18-19.
Young & Fry J.D. (2008). Metacognition awareness and academic achievement in college. Journal of the Scholarship of Teaching and Learning, 6-10.
Downloads
Published
How to Cite
Issue
Section
License
Author(s) who wish to publish with Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian should agree to the following terms:
- Author(s) retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC BY) that allows others to share the work with an acknowledgment of the works authorship and initial publication in this journal for noncommercial purposes.
- Author(s) are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals' published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Abstract views: 512
,
PDF Downloads: 454
