Pengembangan modul pembelajaran segitiga berbasis metakognisi dan integrasi


Dewi Rosikhoh(1*), Abdussakir Abdussakir(2), Sri Harini(3)

(1) UIN Maulana Malik Ibrahim Malang, Indonesia
(2) Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
(3) Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
(*) Corresponding Author

Abstract


Metakognisi memiliki peran penting terhadap keberhasilan dalam proses pemecahan masalah. Penguasaan peserta didik terhadap metakognisi untuk memecahkan masalah, perlu diimbangi dengan spiritual yang kuat. Selain itu, segitiga sebagai materi yang dipelajari di sekolah, masih memiliki masalah terkait pemecahan masalah. Dengan demikian, mengembangkan modul pembelajaran berbasis metakognisi dan integrasi dapat menjadi salah satu solusi. Tujuan penelitian ini yakni mengetahui kevalidan modul pembelajaran segitiga berbasis metakognisi dan integrasi. Teknik pengumpulan data dilakukan dengan memberikan angket validasi kepada 5 ahli dan 3 praktisi pendidikan. Data kuantitatif dianalisis menggunakan analisis statistik untuk menghitung persentase skor angket. Hasil komentar dan saran pada angket, digunakan sebagai acuan untuk melakukan revisi modul. Hasil penelitian menunjukkan bahwa modul pembelajaran segitiga berbasis metakognisi dan integrasi berada pada kualifikasi valid dengan persentase nilai akhir 85%.

Kata kunci: Modul, Segitiga, Metakognisi, Integrasi

Metacognition has played a significant role in the success of the problem-solving process. Mastery of learners of metacognition to solved problems needs to harmonized with solid spirituality. Additionally, the triangle as a material studied in school still has matters related to problem-solving. Thus, developing a learning module based on metacognition and integration could be one solution. The purpose of this study determining the validity of the triangle learning module based on metacognition and integration. Data collection techniques were carried by providing validation questionnaires to 5 experts and 3 education practitioners. Quantitative data were analyzed using statistical analysis to calculate the percentage of the questionnaire scores. The results of comments and suggestions on the questionnaire, used as a reference for revising the module. The results showed that the triangular learning module based on metacognition and integration was in a valid qualification with a final score percentage of 85%.

Keywords: Modules, Triangles, Metacognition, Integration

 


Keywords


Modules; Triangles; Metacognition; Integration

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DOI: https://doi.org/10.15575/ja.v7i1.12104

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