Minat baca dan keterampilan metakognitif pada pembelajaran biologi melalui model pembelajaran remap think pair share
DOI:
https://doi.org/10.31932/jpbio.v5i1.651Abstract
Keterampilan metakognitif dan minat baca akan dapat diberdayakan melalui model pembelajaran yang sesuai. Penelitian bertujuan untuk mengetahui 1) peningkatan minat baca dan keterampilan metakognitif melalui penerapan model pembelajaran Remap Think Pair Share, dan 2) hubungan antara minat baca terhadap keterampilan metakognitif pada pembelajaran Biologi berbasis Remap TPS. Penelitian ini merupakan penelitian pra-eksperimental dengan menggunakan metode deskriptif-korelasional. Data minat baca diperoleh dengan instrumen angket minat baca, sedangkan keterampilan metakognitif diukur dengan menggunakan rubrik yang terintegrasi tes esai. Hasil penelitian menunjukkan bahwa: 1) adanya peningkatan sebesar 1,80% pada aspek minat baca dan keterampilan metakognitif sebesar 122,19% melalui penerapan Remap TPS; 2) tidak terdapat hubungan antara minat baca dan keterampilan metakognitif pada Remap TPS. Oleh karena itu, model pembelajaran Remap TPS dapat digunakan sebagai alternatif dalam meningkatkan minat baca dan keterampilan metakognitif jika dilakukan secara berkelanjutan.
Kata kunci: Minat baca, keterampilan metakognitif, remap TPS
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Reading interest and metacognitive skills on biology course through remap think pair share model. Metacognitive skills and reading interest could be empowered through spesific learning model. This current study aims to investigate 1) the improvement of reading interest and metacognitive skills during the process of learning in Remap Think Pair Share learning models, and 2) the relationship between reading interest to metacognitive skills through Remap TPS learning models. This research was a pra-experimental study using descriptive-correlational method. Reading interest data was obtained by reading interest questionnaire instruments, while metacognitive skills were used by using an integrated rubric essay test. The results showed that: 1) the improvement by 1.80% for students reading interest and metacognitive skills by 122.19% through Remap TPS; 2) there was no relationship between reading interest and metacognitive skills in TPS Remap. Therefore, the Remap TPS learning model can be used as an alternative in empower reading interest and metacognitive skills when used sustainably.
Keywords: Reading interest, metacognitive skills, remap TPS
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