Using Non-Traditional Writing Task Strategy to Improve Cognitive Concept Mastery in Learning Science and Identify Self- Regulated Learning Ability

Abstract

Abstract The purpose of this study was to determine the effectiveness of writing task non-traditional strategies in improving students mastery of concepts and to identify students' self-regulated learning profiles. The research method used was a quasi-experimental design with the research design Non-Equivalent Control Group Design. The population in this study were all students of class VIII at a junior high school in Bandung. The sample in this study consisted of 64 students of class VIII at a junior high school in Bandung who were selected using a purposive sampling technique. The instruments used in this study were mastery of student concept tests and self-regulated learning questionnaires. The result of analysis using the percentage of gain normalized showed that the strategy of writing task non-traditional was more effective in improving the mastery of student concepts. The result of descriptive analysis to obtain the self-regulated learning profile of students showed that in the experimental class and control class were mostly in the moderate category. The relationship between mastery of student concepts and self-regulated learning profiles based on the results of the correlation test analysis classified as low criteria.  

Keywords non-traditional writing tasks, concept mastery, self-regulated learning.

Abstrak Tujuan dari penelitian ini adalah untuk mengetahui efektivitas strategi writing task non-tradisional dalam meningkatkan penguasaan konsep dan untuk mengidentifikasi profil self-regulated learning peserta didik. Metode penelitian yang digunakan adalah quasi experimental design dengan desain penelitian Non-Equivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII di salah satu SMP di Kota Bandung. Sampel pada penelitian ini terdiri dari 64 peserta didik kelas VIII di salah satu SMP di Kota Bandung yang dipilih dengan menggubakan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan penguasaan konsep dan kuesioner self-regulated learning. Hasil analisis menggunakan persentase gain dinormalisasi menunjukkan bahwa penerapan strategi writing task non-tradisional dapat meningkatkan kemampuan penguasaan konsep. Hasil analisis deskriptif untuk mengetahui profil self-regulated learning menunjukkan bahwa profil self-regulated learning peserta didik kelas eksperimen dan kontrol sebagian besar berada pada kategori sedang. Adapun hubungan antara kemampuan penguasaan konsep dan profil self-regulated learning berdasarkan hasil analisis uji korelasi tergolong dalam kriteria rendah.  

Kata kunci: writing task non-tradisional, penguasaan konsep, self regulated learning.

DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1561-1571