NIKEN TRI WIDAYATI, 0403518004 (2020) PENGEMBANGAN FOUR TIER TEST UNTUK MENGETAHUI KEMAMPUAN FISIKA DENGAN PERSPEKTIF METAKOGNISI. Masters thesis, UNNES.

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Abstract

The essence of physics requires metacognition abilities so that students consciously monitor student processes and performance properly. Metacognition ability and its implications in the learning process and learning become an important issue in education, and it must be a significant objective of the curriculum in all disciplines in the educational environment. Therefore, an evaluation tool is needed that can reveal physics abilities with a metacognition perspective in students so that they can understand how students think to be able to answer a question. The research aims to analyze the level of quality of the results of the development of a four-tier test-based assessment instrument, to analyze the physical ability profile with the metacognition perspective of Pati's ex-residency high school level students at class X level, and to analyze the pattern of physics ability with the metacognition perspective of the ex-Residency SMA students in Pati at grade X level. The research design uses R & D (Research and Development) with the 4-D learning development model guidelines (define, design, develop, disseminate). The research sample was taken at 3 public high schools in the ex-residency of Pati, including SMAN 1 Juwana, SMAN 1 Kudus, and SMAN 1 Rembang with a total of 185 students as respondents. The results of the analysis at the small-scale test development stage showed that the four-tier test instrument to measure physical abilities with the perspective of metacognition of students had an average validity of 87.26% by experts, a reliability value of 0.74 items, and a consistency value of 0. , 52 at the large-scale test stage. The difference power test on small-scale testing resulted in 16.67% of the total questions that could not be used for the next large-scale testing phase. The physical ability profile with the student's metacognition perspective based on the results of the study showed that for each indicator of metacognition ability, namely 31% of students 'factual abilities in the understanding category, 28% of students' conceptual abilities were categorized as understanding, 32% of the procedural abilities were categorized as understanding, the understanding category was 14%, the understanding category in the research results for the monitoring ability indicator was 17%, and the evaluation ability indicator was 6% of the students were categorized as understanding. The pattern of physics ability with a metacognition perspective resulted in 26.49% of students categorized as expert problem-solving patterns, 11.35% of students included in the hypothetic problem-solving pattern, and 62.16% of students in the primitive problem-solving pattern

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