Pengaruh Strategi Pembelajaran Reading Questioning and Answering (RQA) Terintegrasi Mind Mapping Terhadap Kterampilan Metakognitif dan Retensi Mahasiswa
Penulis
Anindita SHM Kusuma , Zulhan W BaskaraDOI:
10.29303/jipp.v8i1b.1312Diterbitkan:
2023-04-28Terbitan:
Vol 8 No 1b (2023): AprilKata Kunci:
Metakognitif, Mind Mapping, Retensi, RQA.Articles
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Cara Mengutip
Abstrak
Implementasi strategi pembelajaran konvensional masih mendominasi perkuliahan di program studi Pendidikan Guru Sekolah Dasar (PGSD) Universitas Mataram. Pembelajaran belum memberdayakan kemampuan lain yang tidak kalah penting bagi mahasiswa diantaranya adalah keterampilan metakognitif dan retensi. Tujuan dalam penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Reading Questioning and Answering (RQA) terintegrasi Mind mapping terhadap keterampilan metakognitif dan retensi mahasiswa S1 PGSD Universitas Mataram. Metode penelitian menggunakan penelitian kuantitatif jenis quasi-experimental, the One-group Pretest-Posttest Design. Subyek penelitian adalah kelas 4B Program Studi S-1 PGSD. Uji hipotesis penelitian menggunakan uji Paired Samples t-test. Hasil penelitian menunjukkan bahwa ada pengaruh model pembelajaran Reading Questioning and Answering (RQA) terintegrasi Mind Mapping terhadap keterampilan metakognitif mahasiswa S1 PGSD Universitas Mataram dengan nilai sig. keterampilan metakognitif adalah 0.039 < taraf signifikansi (0.05). Hasil kesimpulan selajutnya juga menunjukkan ada pengaruh model pembelajaran Reading Questioning and Answering (RQA) terintegrasi Mind Mapping terhadap retensi mahasiswa S1 PGSD Universitas Mataram dengan nilai sig. retensi adalah 0.001 < taraf signifikansi (0.05).
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