CD Tesis

Pengembangan E-Modul Berbasis Metakognitif Pada Materi Sel Dan Jaringan Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Regulasi Diri Mahasiswa LPTK

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21st-century skills demand highly intelligent and skilled human resources. Educational institutions are required to carry out reforms to prepare 21st-century Human Resources (HR). Strategies that can be done to shape 21st-century skills are through the implementation of HOTS-based Teaching and Learning Activities (KBM) assisted by innovative learning resources to produce human resources who can think high level. Researchers try to identify many factors that become complicated problems with education issues in higher education. Identification is done through an analysis of student needs by distributing a form assessment of multiple-choice questions as many as 15 questions based on metacognitive, critical thinking, and self-regulation. The needs analysis sample consisted of 49 respondents from biology education students, FKIP UNRI. The results of the analysis of the need for metacognitive abilities of 71% indicate that metacognitive abilities are still low. The results of the analysis of the need for critical thinking skills of 65% indicate that critical thinking skills are low. The results of the analysis of the need for self-regulation ability of 59%, indicating that the ability of self-regulation is low.
Based on the results of the needs analysis above, it is necessary to improve the quality of the student learning process, one of which is assisted by the development of learning resources that can stimulate metacognitive abilities to improve students' higher-order thinking skills. Researchers formulate solutions to design innovations through the development of learning resources, namely e-modules based on concepts that can stimulate metacognitive abilities. These concepts are analogy, discrepant events (unique facts), and mnemonics. The three concepts were deliberately chosen to help students understand biological concepts that are difficult to visualize and require higher-order thinking skills in the learning process. Some concepts in biology learning that are classified as difficult to visualize include cell and tissue material.
This research is Research and Development (R&D), this research has developed a product in the form of a metacognitive-based e-module referring to the ADDIE model which consists of analysis, design, development, implementation, and evaluation. The analysis stage is an activity of analyzing curriculum, learning materials, and student needs. Data for the analysis of student needs was obtained through multiple-choice test instruments as many as 15 questions based on metacognitive, critical thinking, and self-regulation which were distributed via google form to 49 Biology Education students, FKIP UNRI. The Design Phase is an activity of designing learning scenarios, learning instruments, and designing metacognitive-based e-modules. The development stages of the metacognitive-based e-module quality test include 1) validity test. Data were obtained through an assessment sheet on metacognitive-based e-modules which were assessed by 5 validators including media experts, pedagogic experts, and learning material experts. 2) Limited trial of metacognitive-based e-
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modules. Data were obtained through closed questionnaires given to 18 Biology Education students, FKIP UNRI, and open questions given to 13 Biology Education students, FKIP UNRI. The implementation stage is carried out by applying the results of development on a large scale to students through field test experiments in the Basic Biology Course to the control class (not treated with the use of metacognitive-based e-modules) and experimental classes (treated with the use of metacognitive-based e-modules) with the model. Pretest-Posttest Control Group Design. Stages of evaluation are carried out Overall on the effectiveness of the metacognitive-based e-module is based on the results of the implementation through the multiple instruments -post-test choice-based on critical thinking and self-regulation as many as 30 questions on cell and tissue material.
The results of the research on the validity test by validators of media experts, pedagogic experts, and learning materials experts showed that the metacognitive-based e-module that had been developed got a percentage value of 92.4% with a very valid category. The results of the limited trial show that the metacognitive-based e-module that has been developed has a score of 88% in the very practical category. The results of the research at the evaluation stage of the overall effectiveness of using metacognitive-based e-modules show that: 1) The t-count value (12.12945) > t table (1.664625) for critical thinking skills, means reject Ho and accept Ha. 2) The value of t count (10.0878) > t table (1.664625) for self-regulation ability means reject Ho and accept Ha.
Based on these data, it can be concluded that: 1) metacognitive-based e-modules effectively improve students' critical thinking skills in the experimental class compared to students' critical thinking skills in the control class without using metacognitive-based e-modules. The N-gain value for students' critical thinking skills in the experimental class is 0.95 in the high category, while the N-gain value in the control class is 0.27 in the low category. 2) Metacognitive-based e-modules are effective in increasing student self-regulation in the experimental class compared to students' self-regulation in the control class without using metacognitive-based e-modules. The N-gain value for students' self-regulation ability in the experimental class was 0.95 in the high category, while the N-gain value in the control class was 0.29 in the low category.
Keywords: e-module, metacognitive, Self-Regulatory Critical Thinking

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 22. 221 (0020)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Biologi., 2021

Deskripsi Fisik

xviii, 272 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 22. 221 (0020)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN BIOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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