Hubungan Antara Kesadaran Metakognisi Dengan Pengaruh Elemen PBL Terhadap Keputusan Belajar Dan Keterampilan Belajar Mandiri Mahasiswa Fakultas Kedokteran Dan Ilmu Kesehatan Universitas Muhammadiyah Yogyakarta

GALUH SURYANDARI, Dra. Yayi Suryo Prabandari, M.Si., Ph.D.; dr. Rossi Sanusi, MPA, Ph.D.

2015 | Tesis | S2 Ilmu Pendidikan Kedokteran

Latar Belakang. Ada hubungan antara metakognisi, keterampilan belajar mandiri dan PBL. Tujuan. Menilai pengaruh kesadaran metakognisi terhadap keterampilan belajar mandiri melalui elemen PBL pada mahasiswa, perbedaan keterampilan belajar mandiri ditinjau dari pengalaman belajar metakognisi, masa belajar dan program studi pada mahasiswa FKIK UMY. Metode. Penelitian deskriptif analitik dengan studi kuantitatif menggunakan rancangan potong-lintang (cross sectional study) pada mahasiswa FKIK UMY secara stratified-random sampling sebanyak 584 orang. Analisis menggunakan korelasi product moment, oneway anova, multiple regression dan path analysis. Hasil Penelitian. Respon rate 99,6% (n = 582). Koefisien korelasi kesadaran metakognisi terhadap PBL (R) = 0,594 (p < 0,05). R kesadaran metakognisi terhadap keterampilan belajar mandiri = 0,505 (p < 0,05). R kesadaran metakognisi dan elemen-elemen PBL terhadap keterampilan belajar mandiri = 0,601 (p < 0,05). Direct effects kesadaran metakognisi terhadap keterampilan belajar mandiri = 26,9%; sedangkan indirect effects = 24,6%. F keterampilan belajar mandiri (pengalaman belajar metakognisi) = 21,930 (p < 0,05). F keterampilan belajar mandiri (program studi) = 3,036 (p < 0,05). F keterampilan belajar mandiri (masa belajar) = 0,359 (p > 0,05). Kesimpulan dan Saran. Kesadaran metakognisi berpengaruh positif dan bermakna terhadap elemen PBL yang mempengaruhi keputusan belajar mahasiswa. Kesadaran metakognisi berpengaruh positif dan bermakna terhadap keterampilan belajar mandiri. Kesadaran metakognisi berpengaruh positif dan bermakna terhadap keterampilan belajar mandiri yang dimediasi oleh elemen PBL (diskusi tutorial, materi yang diujikan, tujuan blok, perkuliahan, tutor, dan daftar pustaka). Keterampilan belajar mandiri beda bermakna ditinjau dari pengalaman belajar metakognisi dan program studi, serta tidak beda bermakna ditinjau dari masa belajar. Perlu penelitian kualitatif lanjutan dan koordinasi yang baik. Kata Kunci. kesadaran metakognisi, keterampilan belajar mandiri, PBL

Background. Metacognition, self-regulated learning and PBL are correlated. Objective. Assessing the influence of metacognitive awareness towards self-regulated learning through students' PBL elements, the differences on self-regulated learning in metacognitive learning experience, learning period and majors of the students of FKIK UMY. Methods. Descriptive analytic research by quantitative studies using cross-sectional design on FKIK UMY students through stratified-random sampling to as many as 584 people. The analysis utilized product moment correlation, one-way ANOVA, multiple regression and path analysis. Research Result. The response rate is 99.6% (n = 582). The correlation coefficient metacognitive awareness to the PBL (R) = 0.594 (p < 0.05). R metacognitive awareness towards self-regulated learning = 0.505 (p < 0.05). R metacognitive awareness and PBL elements towards self-regulated learning = 0.601 (p < 0.05). Direct effects of metacognitive awareness towards self-regulated learning = 26.9%; while indirect effects = 24.6%. F self-regulated learning (metacognitive learning experience) = 21.930 (p < 0.05). F self-regulated learning (majors ) = 3.036 (p < 0.05). F self-regulated learning (learning period) = 0.359 (p > 0.05). Conclusions and suggestions. Metacognitive awareness provides significant and positive effects on PBL elements affecting students' learning decisions and independent learning skills. Similar influence also applies to self-regulated learningmediated by PBL elements (tutorial discussions, the material tested, the purpose of the block, lectures, tutor, and bibliography). Self-regulated learning yields significant differences in metacognitive studying experience and majors , as well as insignificant difference in learning periods. An further qualitative research and good coordination is required. Keywords. metacognitive awareness, self-regulated learning, PBL

Kata Kunci : kesadaran metakognisi, keterampilan belajar mandiri, PBL