Restina Muji Mulyati, 0403516021 (2020) ANALISIS KETERAMPILAN PEMECAHAN MASALAH KONSEPTUAL DAN PENALARAN ILMIAH SISWA DALAM PEMBELAJARAN FISIKA BERBASIS METAKOGNISI. Masters thesis, UNNES.

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Abstract

Conceptual problem solving and scientific reasoning skills are two important factors that students must have in order to succeed in studying physics. Metacognition as a form of thinking skills can help students solve problems and develop reasoning skills, but metacognition-based learning has not been widely applied. This study aims to describe students 'conceptual problem solving and scientific reasoning skills in metacognition-based physics learning, to describe students' metacognition skills in physics learning, and to describe the relationship between conceptual problem solving skills and scientific reasoning. This study used mixed methods with concurrent embedded techniques with qualitative data more dominant than quantitative data. The research design used a one shot case study with data collection methods using conceptual problem solving tests and scientific reasoning tests, student discussion sheets, metacognitive self-assessment questionnaire. The results of data analysis showed that the students' principle and justification aspects in conceptual problem solving still needed to be developed. Students have not been able to determine the principles or concepts that are relevant to the problem and have not been able to explain precisely and completely why these principles or concepts are involved in the problem. Students conservation, variable control, and proportional reasoning skills are still low. Students have not been able to apply logical thinking even in solving simple problems. Conceptual problem solving skills have correlation with scientific reasoning, it was found that scientific reasoning contributed to conceptual problem solving skills. The results also showed that the students' metacognition skills were good, but they still needed to be continuously trained, especially aspects of procedural knowledge and monitoring. Students also gave a positive response to metacognition-based physics learning which was evident from the attitudes and interests of students towards learning, even though there were still students who had difficulty carrying out metacognitive activities

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