HUBUNGAN KESADARAN METAKOGNITIF DENGAN KEMAMPUAN MEMAHAMI NILAI-NILAI YANG TERKANDUNG DALAM TEKS HIKAYAT

Rifchan Gani; Dina Ramandhanti; Ricci Germani Tatalia

doi:10.34125/jkps.v10i3.800

Authors

Rifchan Gani Universitas PGRI Sumatera Barat, Indonesia
Dina Ramandhanti Universitas PGRI Sumatra Barat, Indonesia
Ricci Germani Tatalia Universitas PGRI Sumatra Barat, Indonesia

DOI:

https://doi.org/10.34125/jkps.v10i3.800

Keywords:

Hubungan, Metakognitif, Hikayat, Pendidikan

Abstract

Learning hikayat texts at the high school level aims to shape students' character through understanding life values. One of the contributing factors is low metacognitive awareness, namely students' ability to manage, monitor, and evaluate thought processes while reading. This study aims to determine the relationship between metacognitive awareness and the ability to understand values in hikayat texts of grade X Phase E students of SMA Pertiwi 1 Padang. This study uses a quantitative approach with a correlational method. The study population was all grade X Phase E students of SMA Pertiwi 1 Padang in the 2024/2025 academic year. A sample of 30 people was determined using a simple random sampling technique. Data collection was carried out using two instruments, namely a metacognitive awareness questionnaire and a multiple-choice test to measure understanding of values in hikayat texts. The results of data analysis showed that the level of students' metacognitive awareness was in the high category with an average percentage of 71.50%. Meanwhile, students' ability to understand the values of the fable text is also classified as high with an average value of 81.53. The results of the Pearson correlation test show a positive and significant relationship between metacognitive awareness and the ability to understand the values of the fable text, as evidenced by the calculated t value > t table (2.11 > 1.70).

References

Anderson, L. W. (Ed.). (2010). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta.

Brown, A. L. (1987). Metacognition, Executive Control, Self-regulation, and Other More Mysterious Mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, Motivation, and Understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.

Darmawan, D. (2013). Metode penelitian kuantitatif. Remaja Rosdakarya.

Fariah, L., Jamaluddin, J., & Karnan, K. (2024). Hubungan Kesadaran Metakognitif dengan Hasil Belajar Biologi Peserta Didik SMAN 1 Lembar. Jurnal Ilmiah Profesi Pendidikan, 9(2), 1255-1262. https://doi.org/10.29303/jipp.v9i2.2277

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906

Handayani, W., Setiawan, W., Sinaga, P., & Suhandi, A. (2020). Kesadaran Metakognitif Membaca Dan Kemampuan Memahami Teks Sains Pada Mahasiswa Pendidikan Fisika. JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar, 8(1), 67-73. https://doi.org/10.24252/jpf.v8i1.10102

Kusumasari, M., Ripai, A., Harijanti, S., & Utama, S. F. W. (2023). Analisis Nilai-nilai Teks Hikayat Indera Bangsawan dan Pembelajarannya Kelas X. Journal on Teacher Education, 5(1), 455-465.

Mulyadi, Yadi, dkk. 2017. Intisari Sastra Indonesia. Bandung: Yrama Widya.

Nurgiyantoro, B. (2010). Teori Pengkajian Fiksi. Yogyakarta: Gadjah Mada University Press.

O'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge university press.

Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary educational psychology, 8(3), 293-316. https://doi.org/10.1016/0361-476X(83)90018-8

Riduwan. (2004). Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.

Romli, M. (2012). Strategi membangun metakognisi siswa SMA dalam pemecahan masalah matematika. Aksioma: Jurnal Matematika Dan Pendidikan Matematika UPGRIS Semarang, 1(2), 176833. https://doi.org/10.26877/aks.v1i2/Septembe.56

Santrock, J. W. (2009). Psikologi pendidikan edisi 2. Jakarta: Salemba Humanika.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307

Serpara, W., Karuna, K., & Tomasouw, J. (2022). Hubungan Pengetahuan Strategi Metakognitif dengan Kemampuan Memahami Teks. J-Edu: Journal-Erfolgreicher Deutschunterricht, 2(2), 120-127. https://doi.org/10.30598/J-EDu.2.2.120-127

Sobandi. (2016). Mandiri Bahasa Indonesia Jilid I untuk SMA/MA Kelas X Berdasarkan Kurikulum 2013 (Edisi Revisi). Jakarta: Erlangga.

Sudjana. (2005). Metoda statistika. Bandung: Tarsito

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Zahroh, N. F., & Kirani, E. D. (2024). Analisis Kemampuan Membaca Pemahaman pada Mahasiswa PBSI. Edukatif: Jurnal Ilmu Pendidikan, 6(2), 1044-1053. https://doi.org/10.31004/edukatif.v6i2.6135

Zhang, L. J., & Seepho, S. (2013). Metacognitive awareness and reading strategy use: A comparison of Chinese and Thai EFL learners. TESOL Journal, 4(2), 252–274.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2