Penerapan Model Pembelajaran Problem-Solving Berbasis Blanded Learning untuk Meningkatkan Keterampilan Metakognititif Siswa pada Materi Laju Reaksi

Kimia merupakan salah satu mata pelajaran di sekolah yang bersifat teoritis dan matematis serta memiliki banyak konsep yang harus dipahami, sehingga diperlukan strategi yang tepat untuk memahaminya. Oleh karena itu, telah dilakukan penelitian untuk melihat peningkatan keterampilan metakognitif siswa pada materi laju reaksi dengan menggunakan model pembelajaran problem solving berbasis blended learning. Penelitian ini menggunakan pre-experimental research di MAN 2 Pamekasan pada 30 siswa kelas XI IPA 4. Instrumen yang digunakan yaitu lembar keterlaksanaan model pembelajaran, lembar aktivitas siswa, lembar keterampilan metakognitif siswa, dan angket respon siswa. Analisis data menggunakan the percentage, mean, n-gain, and paired t-test techniques. Hasil penelitian menunjukkan bahwa: (1) Persentase rata-rata keterlaksanaan model pembelajaran problem solving berbasis blended learning adalah 90.63% (sangat baik). (2) Aktivitas siswa terlaksana dengan baik dengan persentase aktivitas siswa yang relevan setelah mengikuti model pembelajaran problem solving berbasis blended learnig sebesar 89.81% (3) Keterampilan metakognitif siswa mengalami peningkatan pada rentang n-gain, yaitu 0.56 (kategori sedang), dan (4) Pada angket respon siswa, model pembelajaran yang diterapkan mempengaruhi minat dan hasil belajar siswa.

Keata Kunci: Problem-solving, keterampilan metakognitif, blended learning, laju reaksi

Abstract- Chemistry is one of the subjects in school that is theoretical and mathematical and has many concepts that must be understood, so the right strategy is needed to understand it. Therefore, research has been carried out to improve students' metacognitive skills in the reaction rate material using a problem-solving learning model based on blended learning. This research uses pre-experimental research at MAN 2 Pamekasan on 30 students of class XI IPA 4. The research instrument used was a learning model application sheet, student activity sheet, student metacognitive skill sheet, and student response questionnaires. Research data analysis using n-gain, mean, percentage, normality test, and paired t-test techniques. The results showed: (1) The average percentage of application of the problem-solving learning model based blended learning is 90.63% (outstanding category) (2) Student activities carried out well after following the problem-solving learning model based blended learning with the percentage of relevant student activities of 89.81% (3) The students' metacognitive skills has increased as seen in the n-gain score that is 0.56 (medium criteria), and 4) In the student response questionnaire, the learning model applied affects student interest and learning outcomes.

Index Terms- Problem-solving, metacognitive skills, blended learning, reaction rate