Sosialisasi Pembelajaran Inovatif Abad 21 yang Berorientasi Keterampilan Metakognisi pada MGMP Kimia  se-Kalimantan Selatan

Syahmani - Syahmani; Rusmansyah Rusmansyah; Leny Leny; Rilia Iriani; Mahdian Mahdian; Iriani Bakti

doi:10.20527/btjpm.v3i2.2869

Sosialisasi Pembelajaran Inovatif Abad 21 yang Berorientasi Keterampilan Metakognisi pada MGMP Kimia se-Kalimantan Selatan

Syahmani - Syahmani, Rusmansyah Rusmansyah, Leny Leny, Rilia Iriani, Mahdian Mahdian, Iriani Bakti

Abstract

Kegiatan pengabdian pada masyarakat ini bertujuan untuk meningkatkan pemahaman guru tentang implementasi model pembelajaran inovatif abad 21 berbasis keterampilan metakognisi pada pembelajaran kimia. Sasaran kegiatan ini adalah guru-guru MGMP Kimia yang berada pada wilayah Kalimantan Selatan, yang berjumlah 132 orang. Kegiatan ini dilakukan dengan metode ceramah, presentasi, dan diskusi/tanya jawab. Data diperoleh melalui kuesioner dan angket. Materi sosialisasi terdiri dari: (1) pembelajaran abad 21, (2) model pembelajaran yang berorientasi keterampilan metakognisi, (3) desain perangkat pembelajaran meliputi silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), dan alat evaluasi, dan (4) contoh video implementasi pembelajaran yang berorientasi keterampilan metakognisi. Berdasarkan hasil sosialisasi yang dilaksanakan menunjukkan peningkatan pemahaman peserta tentang model pembelajaran inovatif abad 21 berorientasi keterampilan metakognisi, dan implementasinya. Selain itu kegiatan berjalan lancar dan besarnya antusias peserta terhadap kegiatan ini. Melalui kegiatan sosialisasi ini peserta dapat menggunakan model pembelajaran inovatif berorientasi metakognisi sebagai alternatif pembelajaran kimia di kelas.

This community service activity aims to increase teachers' understanding of the application of innovative 21st-century learning models based on metacognition skills in chemistry learning. The target of this activity is 132 MGMP Chemistry teachers throughout South Kalimantan. This activity is carried out through lectures, presentations, discussions, and questions and answers. The socialization material consists of: (1) 21st-century learning, (2) learning models oriented towards metacognition skills, (3) design of learning tools which include syllabus, lesson plans, student worksheets, and evaluation tools, (4) video examples of learning applications metacognition skills. Based on the socialization results, it showed an increase in students' knowledge and understanding of the learning model, the design of chemistry learning tools oriented to metacognition skills, and examples of its application. Besides that, the activity went well, and the participants were very enthusiastic about participating in this activity. Through this socialization activity, participants can use an innovative learning model oriented towards metacognition as an alternative to learning chemistry in the classroom.

Keywords

Abad 21; Keterampilan Metakognisi; Model Pembelajaran Inovatif; Sosialisasi

Full Text:

PDF

References

Arends, R. I. (2013). Belajar Untuk Mengajar. Jakarta: Salemba Humanika.

Azevedo, R., Feyzi Behnagh, R., Duffy, M., Harley, J., & Trevors, G. (2012). Metacognition and self-regulated learning in student-centered learning environments. In D. Jonassen & S. Land (Eds.), Theoretical Foundations of Learning Environments (pp. 171–197). Mahwah, NJ: Erlbaum.

Azevedo, Roger. (2013). International Handbook of Meta-cognition and Learning Technologies (Springer). Amsterdam.

Barnea, N., Dori, Y., & Hofstein, A. (2010). Development and implementation of inquiry-based and computerized-based laboratories: Reforming high school chemistry in Israel. Chemistry Education Research and Practice. Chemistry Education Research and Practice, 11. https://doi.org/10.1039/C005471M

Becker, N., Rasmussen, C., Sweeney, G., Wawro, M., Towns, M., & Cole, R. (2013). Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class. Chemistry Education Research and Practice, 14, 81–94.

Chernokova, T. E. (2014). Features of the Metacognition Structure for Pre-school Age Children. Procedia - Social and Behavioral Sciences, 146, 203–208. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.08.115

Chiu, M.-H., & Duit, R. (2011). Globalization: Science Education from an International Perspective. Journal of Research in Science Teaching, 48, 553–566. https://doi.org/10.1002/tea.20427

Choi, K., Lee, H., Shin, N., Kim, S.-W., & Krajcik, J. (2011). Re-Conceptualization of Scientific Literacy in South Korea for the 21st Century. Journal of Research in Science Teaching, 48, 670–697. https://doi.org/10.1002/tea.20424

Cooper, M. M., & Sandi-Urena, S. (2009). Design and validation of an instrument to assess metacognitive skillfulness in chemistry problem solving. Journal of Chemical Education, 86, 240–245. https://doi.org/10.1021/ed086p240

Delvecchio, F. L. (2011). Students’ use of metacognitive skills while problem solving in high school chemistry. Queen’s University.

Efklides, A. (2011). Interactions of meta-cognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25.

Erskine, D. L. (2010). Effect of prompted reflection and metacognitive skill instruction on university freshmen’s use of metacognition. Brigham Young University, Hawaii.

Fahreza, Saadi, P., & Syahmani. (2018). Profil hasil belajar dan keterampilan metakognisi siswa dalam menyelesaikan masalah koloid melalui penerapan model pembelajaran Self- Regulated Learning (SRL) di kelas XI IPA SMAN 1 Banjarmasin. Prosiding Seminar Nasional Pendidikan Kimia. Banjarmasin: FKIP ULM.

Facione, P. A. (2013). Critical Thinking: What It Is and Why It Counts. Millbrae CA: The California Academic Press.

Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. In Assessing 21st century skills: A guide to evaluating mastery and authentic learning. California: Crown.

Griffin, P., & Care, E. (2015). Assessment and Teaching of 21st Century Skills Methods and Approach: The ATC21S Method. Dordrecht: Springer.

Herscovitz, O., Kaberman, Z., Saar, L., & Dori, Y. J. (2012). The Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education. In A. Zohar & Y. J. Dori (Eds.), Metacognitive in Science Education: Trends in Current Research (pp. 164–196). Dordrecht: Springer.

Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7, 133–149. https://doi.org/ 10.1007/ s11409-012-9088-x

Kaberman, Z., & Dori, Y. J. (2009). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science, 37, 403–436.

Kaune, C., Cohors-Fresenborg, E., & Nowinska, E. (2011). Development of metacognitive and discursive activities in Indonesian maths teaching a theory based design and test of a learning environment. Journal on Mathematics Education, 2(1), 15–40.

Larkin, S. (2010). Metacognition in Young Children. New York: Routledge.

Moreno, R. (2010). Educational Psychology. New York: John Wiley & Sons, Inc.

Muna, K., Sanjaya, R., Syahmani, S., & Bakti, I. (2017). Metacognitive skills and students’ motivation toward chemical equilibrium problem solving ability: A correlational study on students of XI IPA SMAN 2 Banjarmasin. In AIP Conference Proceedings (Vol. 1911). https://doi.org/10.1063/1.5016001

Munandar, U. (2012). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.

Nahum, T. L., Mamlok-Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46(2), 179–207. https://doi.org/ 10.1080/03057267.2010.504548

Neuenhaus, N., Artelt, C., Lingel, K., & Schneider, W. (2011). Fifth graders metacognitive knowledge: general or domain-specific? European Journal of Psychology of Education, 26(2), 163–178. https://doi.org/10.1007/s10212-010-0040-7

Phang, F. A., & Seth. (2011). Qualitative techniques in metacognition in physics problem solving among secondary schools students in Malaysia.

Sandi-Urena, S., Cooper, M., & Stevens, R. (2012). Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills. Journal of Chemical Education, 89, 700–706. https://doi.org/10.1021/ed1011844

Sandi‐Urena, S., Cooper, M. M., & Stevens, R. H. (2011). Enhancement of Meta-cognition Use and Awareness by Means of a Collaborative Intervention. International Journal of Science Education, 33(3), 323–340. https:// doi.org/10.1080/09500690903452922

Sanjaya, R. E, Muna, K, Suharto, B., & Syahmani. (2017). Self-directed questions to improve students' ability in solving chemical problems. In Development of Chemical Education in 21st Century Learning, AIP Conf. Proc. 1911, 020009-1–020009-6; https://doi.org/10.1063/ 1.5016002.

Santrock, J. W. (2011). Educational Psychology. In McGraw-Hill (5th ed.). New York: McGraw-Hill.

Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed.). Boston: Pearson.

Sevian, H., & Talanquer, V. (2014). Rethinking chemistry: A learning progression on chemical thinking. Chemistry Education Research and Practice, 15, 10–23.

Shea, N. (2019). Concept-metacognition. Mind and Language.

Smortchkova J. & Shea N. (2020). Metacognitive Development and Conceptual Change in Children. Review of Philosophy and Psychology, 11:745–763; https://doi.org/10.1007/s13164-020-00477-7

Syahmani, & Amini, A. R. (2019). Self-Regulated Learning (SRL) model with mind map to improve student cognition, and metacognition skills in solving chemical problem. JPPS (Jurnal Penelitian Pendidikan Sains), 8(2), 1690. https://doi.org/10.26740/ jpps.v8n2.p1690-1698

Syahmani, Irhasyuarna, Y., & Kusasi, M. (2013). Analisis kebutuhan bahan ajar dan asesmen pembelajaran kimia yang melatih kemampuan metakognisi dalam pemecahan masalah kimia SMA kelas I semester I. Jurnal Vidya Karya, 27(3), 325–340.

Syahmani, S., Iriani, R., & Aisyah, N. (2018). The Effect of E-learning Based Schoology on the Learning Outcomes and Problem Solving Skills in Chemistry. https://doi.org/10.2991/iccite-18.2018.64

Syahmani, Suyono, & Supardi, Z. A. I. (2020). Effectiveness of i-SMART Learning Model Using Chemistry Problems Solving in Senior High School to Improve Metacognitive Skills and Students’ Conceptual Understanding. Pedagogika, 138(2), 37–60. https://doi.org/10.15823/p.2020.138.3

Syahmani, Saadi, P., Clarita, D., & Sholahuddin, A. (2021). Guided Inquiry Assisted by Meta-cognitive Questions to improve metacognitive skills and students’ conceptual understanding. J. Phys.: Conf. Ser. 1760 012023.

Talanquer, V. (2011). Macro, submicro, and symbolic: The many faces of the chemistry “triplet.” International Journal of Science Education, 33(2), 179–195.

Veenman, M. V. J. (2012). Metacognition in Science Education: Defi nitions, Constituents, and Their Intricate Relation with Cognition. In Metacognition In Science Education: Trends in Current Research (pp. 21–36). Dordrecht: Springer. https://doi.org/ 10.1007/978-94-007-2132-6_2

Vieira, R. M., Vieira, C. T. & Martins, I. P. (2011). Critical thinking: conceptual clarification and its importance in science education. Science Education International, 22 (1), 43-54.

Vrdoljak, G. and Velki, T (2012). Metacognition and Intelligence as Predictors of Academic Success. Croatian Journal of Education, 14(4), 799-815.

Wagaba, F., Treagust, D., Chandrasegaran, A., & Won, M. (2016). Using metacognitive strategies in teaching to facilitate understanding of light concepts among year 9 students. Research in Science & Technological Education, 34, 1–20. https://doi.org/10.1080/02635143.2016.1144051

Wang, J.-R., & Chen, S.-F. (2014). Exploring mediating effect of metacognitive awareness on comprehension of science texts through structural equation modeling analysis. Journal of Research in Science Teaching, 51(2), 175–191. https://doi.org/https://doi.org/10.1002/tea.21131

Woolfolk, A. E. (2009). “Educational Psychology Active Learning Edition”, Edisi Kesepuluh, Yogyakarta: Pustaka Pelajar.

Zahary, M. (2015). Meningkatkan Prestasi Belajar Matematika Siswa Melalui Strategi Self Regulated Learning. Seminar Nasional Matematika Dan Pendidikan Matematika UNY, 163–168. Yogyakarta.

Zimmerman, B. J. (2012). Goal setting: A key proactive source of academic self-regulation. In Motivation and Self-Regulated Learning: Theory, Research, and Applications. https://doi.org/10.4324/9780203831076

Zulfahnur, R., Winarti, A., & Syahmani. (2020). Model pembelajaran debat aktif berbasis ICT pada materi koloid dan keterampilan berpikir kritis siswa. Journal of Chemistry Education, 4(1), 7–15.

Zulkarnain, I., Suryaningsih, Y., Noorbaiti, R., & Rahadian, L. N. N. R. (2020). Bimbingan penyusunan perangkat pembelajaran 4C (Communication, Collaboration, Critical Thinking, and Creativity) bagi guru peserta MGMP Matematika SMA Kota Banjarmasin. Bubungan Tinggi: Jurnal Pengabdian Masyarakat, 2(1), 37–44.

DOI: https://doi.org/10.20527/btjpm.v3i2.2869