PENGARUH MODEL PEMBELAJARAN SRL (SELF REGULATED LEARNING ) TERHADAP KEMAMPUAN METAKOGNISI DAN PADA MATA PELAJARAN BIOLOGI KELAS XI DI SMA

RETNO, AJIANA (2025) PENGARUH MODEL PEMBELAJARAN SRL (SELF REGULATED LEARNING ) TERHADAP KEMAMPUAN METAKOGNISI DAN PADA MATA PELAJARAN BIOLOGI KELAS XI DI SMA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran Biologi abad ke-21 memebutuhkan kemampuan metakognisi. Berdasarkan hasil pra-penelitian di SMA Negeri 15 Bandar Lampung diketahui bahwa rendahnya kemampuan metakognisi peserta didik merupakan permasalahan yang harus diperbaiki. Penelitian ini bertujuan untuk mengetahui pengaruh model Self Regulated Learning terhadap kemampuan metakognisi. Penelitian menggunakan metode kuantitatif dengan desain Quasi Experiment, melibatkan kelas eksperimen dan kelas kontrol yang masing-masing berjumlah 34 peserta didik, yang dipilih menggunakan teknik Cluster Random Sampling. Instrumen penelitian berupa tes pilihan ganda pada materi Sistem Gerak. Hasil penelitian menunjukkan bahwa terdapat pengaruh model pembelajaran Self Regulated Learning terhadap kemampuan metakognisi pada mata pelajaran Biologi kelas XI. Hal ini ditunjukkan dengan adanya perbedaan yang signifikan, sehingga H0 ditolak dan H1 diterima. Dengan demikian, dapat disimpulkan bahwa model pembelajaran Self Regulated Learning berpengaruh terhadap kemampuan metakognisi peserta didik. Keberhasilan penelitian ini diharapkan dapat memberikan kontribusi positif dalam pendidikan abad ke-21, di mana kemampuan metakognisi merupakan salah satu keterampilan penting yang perlu dikembangkan dalam pembelajaran Biologi. Kata kunci: Kemampuan Metakognisi, Self Regulated Learning iii ABSTRACT 21st century biology learning requires metacognitive skills. Based on the results of preliminary research at SMA Negeri 15 Bandar Lampung, it is known that the low metacognitive skills of students are a problem that must be addressed. This study aims to determine the effect of the Self Regulated Learning model on metacognitive skills. The research used a quantitative method with a quasi-experimental design, involving an experimental class and a control class, each consisting of 34 students, selected using the cluster random sampling technique. The research instrument was a multiple-choice test on the subject of the musculoskeletal system. The results showed that the Self-Regulated Learning model had an effect on metacognitive skills in the 11th grade biology class. This is indicated by a significant difference, so that H0 is rejected and H1 is accepted. Thus, it can be concluded that the Self Regulated Learning model has an effect on students' metacognitive abilities. The success of this study is expected to make a positive contribution to 21st century education, where metacognitive abilities are one of the important skills that need to be developed in Biology learning. Keywords: Metacognitive Ability, Self-Regulated Learnin

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