Pengaruh Layanan Kelas Khusus Cerdas Istimewa (KKCI), Metakognisi Siswa, dan Mutu Pembelajaran terhadap Prestasi Akademik di SMP Negeri Kabupaten Sidoarjo

The Influence of Special Gifted and Talented Class Services, Student Metacognition, and Learning Quality on Academic Achivement in Public Middle Schools in Sidoarjo

Pendidikan siswa cerdas istimewa membutuhkan layanan khusus untuk mengoptimalkan prestasi akademiknya. Namun, efektivitas Kelas Khusus Cerdas Istimewa (KKCI), peran metakognisi siswa, dan mutu pembelajaran terhadap pencapaian akademik masih perlu diteliti lebih lanjut, khususnya di konteks Indonesia. Penelitian ini bertujuan untuk menganalisis pengaruh Layanan KKCI, metakognisi siswa, dan mutu pembelajaran terhadap prestasi akademik di SMP Negeri Kabupaten Sidoarjo. Penelitian kuantitatif dengan desain kausal-komparatif dan korelasional ini dilakukan di enam SMP Negeri dengan program KKCI. Sampel sebanyak 178 siswa diambil secara jenuh. Data dikumpulkan melalui angket untuk variabel independen dan dokumentasi nilai untuk prestasi akademik, kemudian dianalisis menggunakan statistik deskriptif, uji prasyarat analisis, serta regresi linier berganda. 

Hasil penelitian menunjukkan bahwa Layanan KKCI berpengaruh signifikan dan dominan terhadap prestasi akademik (β=0,979; p=0,000), sementara metakognisi dan mutu pembelajaran tidak berpengaruh signifikan. Disimpulkan bahwa struktur dan desain program KKCI menjadi faktor kunci dalam mendorong prestasi akademik siswa berbakat. Disarankan agar sekolah lebih memprioritaskan penguatan sistem layanan KKCI yang holistik, serta melakukan penelitian lanjutan dengan pendekatan mixed-methods untuk memahami mekanisme pengaruh secara lebih mendalam.

Kata Kunci: Kelas Khusus Cerdas Istimewa, Metakognisi, Mutu Pembelajaran, Prestasi Akademik, Siswa Berbakat, Regresi Berganda.

Education for gifted students requires specialized services to optimize their academic achievement. However, the effectiveness of the Special Gifted Class (KKCI), the role of student metacognition, and the quality of instruction on academic performance still require further research, especially in the Indonesian context. This study aims to analyze the influence of KKCI services, student metacognition, and instructional quality on academic achievement in public junior high schools in Sidoarjo Regency. This quantitative research used a causal-comparative and correlational design, conducted at six public junior high schools with the KKCI program. A saturated sample of 178 students was selected. Data were collected through questionnaires for the independent variables and documentation of grades for academic achievement, then analyzed using descriptive statistics, prerequisite tests, and multiple linear regression. 

The results indicate that KKCI services had a significant and dominant effect on academic achievement (β=0.979; p=0.000), while metacognition and instructional quality did not have a significant influence. It is concluded that the structure and design of the KKCI program are key factors in promoting the academic achievement of gifted students. It is recommended that schools prioritize the strengthening of holistic KKCI service systems and conduct further research with mixed-methods approaches to understand the underlying mechanisms of influence more deeply.

Keywords: Special Gifted Class, Metacognition, Instructional Quality, Academic Achievement, Gifted Students, Multiple Regression.