Enhancing metacognitive skills in the classroom: The effect of number head together cooperative learning model
DOI:
10.29303/jpm.v17i3.3468Published:
2022-05-27Issue:
Vol. 17 No. 3 (2022): May 2022Keywords:
Cooperative Learning Model, Metacognitive Skills, NHT, Reaction RateArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to study the effect of the number head together NHT type cooperative learning model on the activities of students and metacognitive skills. The research subjects came from students of class eleventh Science Senior High School of 19 Surabaya, 35 students using a one pretest-posttest control group design. The results obtained were 1) the percentage of implementation of the NHT cooperative learning model at meetings 1 and 2 was 94.4% and 95.8%, which were categorized as very good. 2) The percentage of student activity at the relevant 1 and 2 meetings is 95.97% and 97.20%, respectively. 3) Increased N-gain on students' metacognitive skills through post-test, including planning skills of 0.6; monitoring skills of 0.5; and evaluating skills of 0.5.
References
Depdikbud. (2003). Undang-Undang RI No.20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Jakarta: Kemendikbud.
Depdikbud. (2013). Permendikbud Nomor 69 Tahun 2013 Tentang Kerangka Dasar Dan Struktur Kurikulum Sekolah Menengah Atas/ Madrasah Aliyah. Jakarta: Kemendikbud.
BSNP. (2016). Standar Proses Pendidikan Dasar Dan Menengah. Jakarta: Kemendikbud.
Depdikbud. (2014). Permendikbud Nomor 59 Tahun 2014 Tentang Kurikulum 2013 Sekolah Menengah Atas/ Madrasah Aliyah. Jakarta: Kemendikbud.
Depdikbud. (2014). Model Penilaian Pencapaian Kompetensi Peserta Didik Sekolah Menengah Pertama. Jakarta: Kemendikbud.
Yostanti, Devon Marena, and Utiya Azizah. (2016). Penerapan Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Untuk Melatihkan Keterampilan Metakognitif Materi Laju Reaksi Kelas XI Di SMAN 3 Tuban. Unesa Journal of Chemical Education, 5(2), 278–85.
Sari, Mila Meita, and Muchlis. (2022). Improving Critical Thinking Skills Of High School Students Through Guided Inquiry Implementation For Learning Reaction Rate Concept In Chemistry. Jurnal Pijar MIPA, 17(2), 169-174.
Schraw, Gregory, and Rayne Sperling Dennison. (2014). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460–75.
Pulmones, Richard. (2008). Learning Chemistry in a Metacognitive Environment. Asia-Pacific Education Researcher, 16, 1–1. doi: 10.3860/TAPER.V16I2.258.
Slavin, Robert E. (2008). Cooperative Learning : Theory, Research, and Practice. Bandung: Nusa Media.
Madiar, D., & Azizah, U. (2022). The application of jigsaw cooperative learning model on the reaction rate material to train students metacognitive skills. Jurnal Pijar Mipa, 17(1), 112-117.
Arends, R.I. (2008). Learning to Teach. Yogyakarta: Pustaka Belajar.
Sudjana, N. (2005). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosdakarya.
Nurayani, N., Khairuddin, K., & Raksun, A. (2020). Perbedaan Hasil Belajar IPA (Biologi) Siswa Pada Penerapan Model Pembelajaran Kooperatif Tipe Team Games Tournament (TGT) dengan Tipe Numbered Head Together (NHT). Jurnal Pijar Mipa, 15(4), 346-350.
Riduwan. (2013). Pengukuran Variabel – Variabel Penelitian. Bandung: Alfabeta.
Arifin, Zaenal. (2011). Penelitian Pendidikan. Bandung: PT. Remaja Rosda Karya.
Hake, Richard R. (1998). Interactive-Engagements Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics, 66(1). doi: 10.1119/1.18809.
Suprijono, Agus. (2009). Cooperative Learning: Teori dan Aplikasi Paikem. Yogyakarta: Pustaka Belajar.
Sindhawani, A., and M. Sherma. (2009). Metacognitive Learning Skills. India: Educational Confab.
Supardan, D. (2015). Teori-Teori Belajar Dan Pembelajaran Dari Zaman Klasik Sampai Behaviorisme Jilid I. Bandung: Yayasan Rahardja.
Author Biographies
Adilah Mahmudah Eka Pratiwi, Chemistry Education Study Program, Faculty of Mathematics and Sciences, Universitas Negeri Surabaya
Utiya Azizah, Chemistry Education Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya
License
Copyright (c) 2022 Adilah Mahmudah Eka Pratiwi, Utiya Azizah
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
