Pengaruh Model Pembelajaran Meaningful Instruction Design Terhadap Kemampuan Metakognitif Peserta Didik di Sekolah Dasar

Abstract

Based on the results of the research at SDN Majalengka Kulon VII, the metacognitive ability of the students is still not noticed, so the students are less knowledge-free from various sources as a result of the information received only from teachers. This study aims to determine the influence of meaningful instruction design (MID) model on metacognitive capabilities at SDN Majalengka Kulon VII. This study uses Pre-experiment method with one group pretest-posettest type. The samples involved in the study were students of grade V SDN Majalengka Kulon VII which amounted to 22 people with nonprobality sampling techniques with saturated sampling type. Based on the results of the pretest questionnaire analysis, the metacognitive ability of learners obtained an average of 54.77 while for posttest questionnaires metacognitive ability obtained an average of 80.45. Thus, it can be concluded that there is an improvement after using the Meaningful Instruction Design (MID) learning model. This is reinforced by the results of a simple regression analysis to determine its influence and obtained a Sig value of 0.000 > 0.05. It can be stated that there is a significant influence between meaningful instruction design (MID) learning models on metacognitive capabilities.