Metacognitive Learning Strategy with Reflective-Lesson Log Toward Students' Physics Achievement

The study examined the effect of metacognitive learning strategies with a reflective-lesson log toward students' physics achievement on Senior High School. The research employed the experimental method used groups within treatment designs and conducted at SMAN 4 and SMAN 7 Pontianak involving 1...

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Bibliographic Details
Published in:Journal of physics. Conference series 2020-03, Vol.1491 (1), p.12014
Main Authors: Silitonga, H T M, Sutiana, W, Panjaitan, M, Supriyati, Y
Format: Article
Language:English
Subjects:
Data analysis
Learning
Metacognition
Physics
Random sampling
Students
Teaching
Citations: Items that this one cites
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Summary:The study examined the effect of metacognitive learning strategies with a reflective-lesson log toward students' physics achievement on Senior High School. The research employed the experimental method used groups within treatment designs and conducted at SMAN 4 and SMAN 7 Pontianak involving 117 students taken randomly through cluster random sampling technique. Data analysis was performed by comparing the post-test of students who studied by metacognitive strategies and students who studied by traditional teaching. Data were analyzed using the t-test. The result showed that the students' physics achievement who studied by metacognitive strategy with a reflective-lesson log was higher than students' by traditional strategy. Thus, it was recommended that physics senior high schools' teachers could implement the metacognitive strategy with a reflective-lesson log as one of innovation physics teaching.
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/1491/1/012014