This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI.  Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was analyzed using the Wright map based on the Rasch model. The analysis results show that the student’s average ability is 1.00 logit higher than the item difficulty level. The students’ abilities ranged from -1.34 to 5.98 logit, and the item difficulty level ranged from -0.51 to 0.70. In general, it appears that most students tend to agree more easily with the statements in HeTMAI.

/pdf/elaboration-of-high-school-student-s-metacognition-awareness-2dc9atgtac.pdf

Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

This study aims to analyze students' metacognitive skills using guided Inquiry models of reaction rate material based on online learning. The research subjects were students of 2 nd grade IPA 2 SMAN 1 Driyorejo in the academic year 2020/2021 totaling 33 students. The study used a quantitative descriptive method with One-Group Pretest-Posttest Design and techniques of data collections used test and questionnaire. The data analysis techniques used in this research was descriptive statistical analysis and inferential analysis. The results of this study showed an increase in the metacognitive skills of students using the guided Inquiry model on the reaction rate material based on online learning which could be seen from the results of the posttest scores being better than the pretest with the n-gain value of planning skills of 0.63 in medium category; n-gain of monitoring skills of 0.92 in high category; n-gain of evaluating skills of 0.65 in medium category. Based on inferential analysis using the Wilcoxon signed ranks test, it showed the significance of the indicators planning skill , monitoring skills , and evaluating skills with a value of 0,000 which 0,000 <0.05, means that the hypothesis is accepted. This indicated that learning using guided inquiry model had a significant effect on students’s metacognitive skills in the reaction rate material based on online learning.

/pdf/analisis-keterampilan-metakognitif-peserta-didik-menggunakan-r50gx5dy7l.pdf

Analisis Keterampilan Metakognitif Peserta Didik Menggunakan Model Inkuiri Terbimbing pada Materi Laju Reaksi Berbasis Pembelajaran Daring

Metakognisi merupakan suatu kemampuan seseorang mengenai pengetahuannya dan mengenali bagaimana proses berpikirnya sendiri. Penelitian tentang hubungan kemampuan metakognisi siswa dengan hasil belajar IPA telah dilakukan dengan tujuan untuk mengetahui hubungan kemampuan metakognisi siswa dengan hasil belajar IPA melalui penerapan model pembelajaran berbasis masalah di SMPN 2 Kuripan. Penelitian dilakukan pada bulan Juli sampai dengan Agustus 2016. Metode penelitian yang digunakan adalah deskriptif korelasional dengan pendekatan kuantitatif. Teknik pengambilan sampel menggunakan purposive , dan jumlah sampelnya sebanyak 41 siswa. Pengambilan data tentang kemampuan metakognisi siswa  menggunakan Metacognitive Awareness Inventory (MAI) dan hasil belajar IPA menggunakan soal pilihan ganda. Pengambilan data dilakukan melalui pretest dan postest. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan metakognisi dengan rata-rata 0,11 untuk kelas VIII A dan 0,23 untuk kelas VIII E serta terdapat hubungan yang positif dan signifikan antara kemampuan metakognisi siswa dengan hasil belajar IPA. Pengaruh kemampuan metakognisi terhadap hasil belajar adalah 17%.

/pdf/hubungan-kemampuan-metakognisi-siswa-dengan-hasil-belajar-5ay4pq0285.pdf

Hubungan kemampuan metakognisi siswa dengan hasil belajar ipa melalui penerapan model pembelajaran berbasis masalah di smp negeri 2 kuripan

Tercapainya tujuan pembelajaran memerlukan peran aktif siswa dalam merencanakan dan mengatur strateginya dalam belajar. Kemampuan siswa dalam meregulasi diri dalam membuat proses belajar yang efektif disebut self-regulated learning (SRL). Keberhasilan siswa dalam belajar turut dipengaruhi oleh SRL yang siswa miliki. Penelitian ini bertujuan untuk mengetahui pengaruh self-regulated learning (SRL) terhadap hasil belajar matematika siswa Kelas XI SMA Negeri 1 Masbagik Tahun Ajaran 2021/2022. Metode yang digunakan adalah penelitian ex post facto. Analisis data yang digunakan yaitu analisis statistika inferensial meliputi analisis regresi linear sederhana dan uji koefisien determinasi. Hasil analisis regresi linier sederhana diperoleh persamaan regresi . Selain itu, diperoleh nilai t hitung  t tabel  dan nilai signifikansi data 0,00 yang lebih besar dari taraf signifikansi 0,05 sehingga hipotesis diterima yaitu self-regulated learning (SRL) berpengaruh secara signifikan terhadap hasil belajar matematika siswa. Hasil uji koefisien determinasi yang diperoleh sebesar  Dapat disimpulkan bahwa self-regulated learning (SRL) berpengaruh secara signifikan terhadap hasil belajar matematika siswa kelas XI SMA Negeri 1 Masbagik Tahun Ajaran 2021/2022. Siswa yang memiliki SRL yang tinggi cenderung akan memiliki hasil belajar matematika yang tinggi pula.

Pengaruh Self-Regulated Learning (SRL) terhadap Hasil Belajar Matematika Siswa Kelas XI SMAN 1 Masbagik

Salah satu faktor yang mempengaruhi kompetensi belajar siswa adalah kemampuan metakognisi; pengetahuan tentang individu dan bagaimana individu belajar untuk mengontrol dan menyesuaikan perilaku belajar. Penelitian ini bertujuan untuk mengetahui kemampuan metakognisi siswa dalam pembelajaran biologi dan hubungannya dengan kompetensi belajar biologi siswa. Subjek penelitian ini adalah siswa kelas XI IPA kelas SMAN 3 Padang. Penelitian ini merupakan penelitian deskriptif. Data kemampuan metakognisi diperoleh menggunakan instrumen berupa angket dan data kompetensi belajar diperoleh dari nilai UAS siswa semester II tahun ajaran 2013/2014. Data dianalisis dengan menggunakan rumus Pearson korelasi Product Moment untuk melihat hubungan antara kemampuan metakognisi dengan kompetensi belajar biologi siswa. Koefisien determinasi dianalisis untuk melihat se berapa banyak kontribusi kemampuan metakognitif terhadap kompetensi belajar, dan analisis t-test untuk melihat apakah ada atau tidak hubungan yang signifikan antara kemampuan metakognitif dengan kompetensi belajar . Hasil penelitian menunjukkan bahwa kemampuan metakognisi siswa kelas XI IPA SMAN 3 Padang memiliki hubungan positif dengan kompetensi belajar siswa dengan nilai r = 0,87. Kemampuan metakognisi juga memberikan kontribusi se besar74,99% terhadap kompetensi belajar siswa . Berdasarkan hasil penelitian, disimpulkan bahwa terdapat hubungan yang positif dan signifikan antara kemampuan metakognisi dengan kompetensi belajar siswa dalam pembelajaran biologi kelas XI IPA SMAN 3 Padang. Katakunci: Kemampuan Metakognisi, Kompetensi Belajar

Kemampuan metakognisi siswa kelas xi ipa sma negeri 3 padang dan hubungannya dengan kompetensi belajar biologi

Di era digital khususnya revolusi 4.0 memberi kemudahan bagi masyarakat khususnya dunia pendidikan dalam penggunaan teknologi. Salah satunya adalah pemanfaatan back up data menggunakan Cloud Computing Google Drive. Google drive merupakan salah satu media yang dapat dimanfaatkan sebagai akses penyimpanan data berbasis digital sehingga sangat bermanfaat dan memudahkan bagi dunia Pendidikan. Dunia Pendidikan tidak terkecuali SMAN 3 Indrapuri, Aceh Besar mendapati permasalahan terkait penyimpanan data. Selama ini kegiatan penyimpanan data atau dokumen dilakukan secara manual dengan mengumpulkan dokumen maupun data secara hard copy, sehingga muncul permasalahan yakni dokumen yang sulit sekali diakses keberadaan. Kegiatan sosialisasi pemanfaatan penggunaan google drive kepada pelajar dan guru di SMAN 3 Indrapuri, Aceh Besar dilakukan bertujuan untuk dapat memberikan informasi tentang kemudahan teknologi tersebut dan manfaatnya terhadap penyimpanan data maupun dokumen. Agar nantinya para guru dan tenaga kependidikan di SMAN 3 Indrapuri dapat mengetahui kemudahaan penggunaan google drive dalam penyimpanan data secara digital. Kegiatan sosialisasi ini dilakukan menggunakan metode Participatory Rural Appraisal (PRA), dimana dilakukan dengan cara mengajak para peserta kegiatan untuk berpartisipasi dalam proses pengembangan sebuah kegiatan. Dalam hal ini yakni pemanfaatan aplikasi google drive sebagai wadah untuk penyimpanan data secara digital. Hasil yang diharapkan dari kegiatan sosialisasi ini adalah agar menambah pemahaman kepada para guru dan tenaga kependidikan terkait tingkat pemanfaatan google drive di dunia Pendidikan dalam penyimpanan data maupun dokumen secara digital, sehingga nantinya data atau dokumen tersebut dapat dengan mudah diakses keberadaannya.

Pemanfaatan Back Up Data Menggunakan Cloud Computing Google Drive untuk Pengarsipan Guru di SMAN 3 Indrapuri, Aceh Besar

  
The birth of a baby should bring joy, but for some women giving birth can be stressful so that it has a physical, social, and psychological impact. One of the psychological aspects that affect postpartum is anxiety. Non-pharmacological therapies that can be used are massage therapy, acupuncture, acupressure, music therapy, yoga, tai chi, hypnotherapy, prayer therapy, and aromatherapy. Aromatherapy that is often used includes sandalwood, jasmine, basil, cloves, lavender, cinnamon. The purpose of this study was to isolate jasmine essential oil to be used as aromatherapy candles to reduce anxiety in postpartum mothers. This research is an experimental laboratory research. Jasmine essential oil contains alkaloids, flavonoids, saponins, steroids/terpenoids. Isolation of essential oils took 3 hours with the temperature of the first drop of 85oC and a % yield of 2,0602%. Jasmine essential oil has the characteristics of a liquid form, white in color, has a distinctive jasmine odor, and has a bitter taste. Jasmine flower essential oil also showed positive results when tested with Sudan III reagent. 
Keywords: anxiety; jasmine essential oi

Isolasi minyak atsiri bunga melati dalam sediaan minyak aromaterapi untuk mengurangi kecemasan pada ibu nifas

During the postpartum period, there are physical and psychological changes in the form of worry and fear in achieving a new role as a mother. This event naturally occurs after childbirth. There are several psychological disorders that occur in postpartum mothers in achieving their new role as mothers, including anxiety. Prevention that can be done to overcome anxiety in postpartum mothers, among others, is complementary therapy using aromatherapy. The purpose of this study was to determine the effectiveness of rose and jasmine aromatherapy to reduce anxiety levels in postpartum mothers. This type of research is quasi-experimental with a two group pretest and posttest design. The number of samples was 20 postpartum mothers with the total sampling method. Bivariate analysis with T Test Dependent test. The results showed that there was a significant effect before and after giving rose aromatherapy (p<0.05) and there was an effect before and after giving jasmine aromatherapy (p<0.05). There was no significant difference between giving rose and jasmine aromatherapy (p < 0.05) to decrease anxiety levels in postpartum mothers, so postpartum mothers can use rose and jasmine aromatherapy to reduce anxiety levels.

Efektifitas Aromaterapi Mawar Dan Melati Terhadap Penurunan Tingkat Kecemasan Pada Ibu Nifas

Pendampingan Pembuatan Aromaterapi Untuk Penurunan Tingkat Kecemasan Pada Ibu Nifas

The purpose of this study was to investigate the relationship between metacognitive awareness with mathematics and science learning outcomes of high school students in the city of Mataram. This research is correlational research. Metacognitive awareness is measured by the Metacognitive Awareness Inventory. Student learning outcomes seen from the average value of report cards. The data analysis of this study used descriptive analysis and inferential statistical analysis through the product moment correlation test. The results of data analysis showed that 18.89% of students had metacognitive awareness in the excellent category; 80.31% with good category; and 0.78% in the medium category. Metacognitive awareness in each metacognition sub-component that has the highest score is the debugging strategy (79.74%) and the lowest is the evaluation sub-component (72.03%). Based on data analysis of students' mathematics and science learning outcomes it is known that the learning outcomes in the excellent category amounted to 70.47%. Student learning outcomes in the good category 29.25% and in the moderate category 0.78%. Hypothesis test results were performed using SPSS 16 with product moment correlation techniques obtained correlation coefficient r = 0.193 and the coefficient of determination R 2 = 3.7%. The results of this hypothesis test indicate that there is a positive and significant correlation between metacognitive awareness and mathematics learning and science outcomes in high school students in the city of Mataram. The contribution of metacognitive awareness to mathematics and science learning outcomes of high school students was 3.7%.

/pdf/analisis-hubungan-antara-kesadaran-metakognitif-dengan-hasil-1o31m4uix8.pdf

Analisis Hubungan antara Kesadaran Metakognitif dengan Hasil Belajar Matematika dan IPA Siswa SMA di Kota Mataram

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