Penerapan Metakognitif untuk Meningkatkan Kemandirian Belajar Siswa pada Mata Pelajaran Teknologi Informasi dan Komunikasi di SMP 75 Makassar

Abstrak

Application of Metacognition to Increase Student Learning Independence in Information and Communication Technology Subjects at SMP 75 Makassar. Informatics and Computer Engineering Education Study Program, Department of Informatics and Computer Engineering, Faculty of Engineering, Makassar State University. Supervised by Sugeng A. Karim, and Veronika Asri Tandirerung. This study aims to analyze the effectiveness of the application of the metacognitive approach in increasing student learning independence in Information and Communication Technology (ICT) subjects at SMP Negeri 75 Makassar. The research method used was a quantitative experiment with a pretest-posttest control group design. The study population consisted of 50 students who were divided into two groups, namely the experimental class that applied the metacognitive approach and the control class that used conventional learning methods. Data were collected througha learning independence questionnaire, metacognition test, and learning outcomes test, then analyzed using validity, reliability, and normality tests. The results showed that the metacognitive approach significantly improved students' learning independence. The average score of learning independence of the experimental class increased from 69.08 to 81.2, while the control class did not experience a significant increase. Data analysis also showed that students in the experimental class were better able to plan, monitor, and evaluate their own learning process compared to students in the control class. The conclusion of this study is that the metacognitive approach is effective in improving students' learning independence, especially in ICT subjects. Therefore, it is recommended that teachers apply this approach more often in learning, especially for subjects that require high learning independence. This research provides an important contribution in the development of learning methods that encourage students to be more independent and critical in their learning process.