MENGUNGKAP HUBUNGAN ANTARA METAKOGNISI DENGAN KETERAMPILAN ARGUMENTASI ILMIAH SISWA SEKOLAH MENENGAH ATAS
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Institusion
Universitas Nusantara PGRI Kediri
Author
Lorenza, Mia Amelia
BUDIRETNANI, DWI ARI
PRIMANDIRI, POPPY RAHMATIKA
FARIDA, ENI
BUDIRETNANI, DWI ARI
PRIMANDIRI, POPPY RAHMATIKA
FARIDA, ENI
Subject
113 Biology (and general biotechnology)
Datestamp
2020-08-25 07:28:40
Abstract :
Since the 2013 curriculum was implemented to all levels of education, including senior high schools need to implement strategies that not only develop cognitive skills but also develop metacognitive skills. Lack of development of metacognition skills and scientific argumentation can result in poor quality education in Indonesia. In fact, learning strategies are needed to improve the metacognition skills and scientific argumentation such as ASICC. The purpose of this research was to determine the relationship between metacognition skills and scientific argumentation on ASICC learning strategies. This research method used an experimental research design with A non-equivalent control group design. Data were analyzed using a simple linear regression test. The results indicate that there is a relationship between metacognition skills and the ability of students's scientific argumentation on ASICC learning strategies with a contribution of 83.9%
Since the 2013 curriculum was implemented to all levels of education, including senior high schools need to implement strategies that not only develop cognitive skills but also develop metacognitive skills. Lack of development of metacognition skills and scientific argumentation can result in poor quality education in Indonesia. In fact, learning strategies are needed to improve the metacognition skills and scientific argumentation such as ASICC. The purpose of this research was to determine the relationship between metacognition skills and scientific argumentation on ASICC learning strategies. This research method used an experimental research design with A non-equivalent control group design. Data were analyzed using a simple linear regression test. The results indicate that there is a relationship between metacognition skills and the ability of students's scientific argumentation on ASICC learning strategies with a contribution of 83.9%
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