IMPLEMENTATION OF COOPERATIVE LEARNING TYPE NHT THROUGH BLENDED LEARNING TO TRAIN THE STUDENT’S METACOGNITIVE SKILLS ON REACTION RATE MATERIAL

Penelitian bertujuan untuk mendeskripsikan keterampilan metakognitif siswa menggunakan model pembelajaran kooperatif tipe NHT melalui blended learning pada materi laju reaksi. Rancangan penelitian menggunakan One Group Pre-test Post-test design dengan subyek penelitian siswa kelas XI MIPA-3 SMA Negeri 1 Gedangan. Metode pengumpulan data yang digunakan berupa pengamatan, tes dan angket. Analisis data menggunakan teknik skor, persentase, n-gain dan paired sample t-test. Hasil penelitian menunjukkan rata-rata persentase keterlaksanaan model pembelajaran kooperatif tipe NHT selama 3 pertemuan pada tiap fase berturut-turut sebesar 100; 94; 97,22; 91,67; 100; 97,2 dengan kriteria sangat baik dan siswa aktif selama pembelajaran. Nilai gain keterampilan metakognitif pada dimensi planning skills sebesar 0,72 dalam kategori tinggi, monitoring skills sebesar 0,50 dalam kategori sedang, dan evaluating skills memiliki nilai gain 0,47 dalam kategori sedang yang didukung oleh angket inventori metakognitif dalam kategori baik. Pada pretest dan posttest keterampilan metakognitif siswa memiliki perbedaan yang signifikan. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe NHT melalui blended learning dapat melatihkan keterampilan metakognitif siswa pada materi laju reaksi.

The research aims to describe students' metacognitive skills using a cooperative learning type NHT through blended learning of the reaction rate material. The research using One Group Pre-test Post-test design with students of classs XI MIPA-3 SMA Negeri 1 Gedangan as research subjects. The method using collected data was the observations, tests and questionnaires. Data analysis using was scored, percentage, n-gain and paired sample t-test. The results are the average percentage of implementation a cooperative learning type NHT for 3 meetings in each phase was 100; 94; 97.22; 91.67; 100; 97.2 with very good criteria and students are active during learning. The gain value of metacognitive skills on the planning skills dimension is 0.72 in the high category, monitoring skills are 0.50 in the medium category, and evaluating skills has a gain value of 0.47 in the medium category which is supported by a metacognitive inventory questionnaire in the good category. The pretest and posttest students’ metacognitive skills have a significant different. The results showed that the NHT cooperative learning model through blended learning could train students' metacognitive skills on the reaction rate material.