Empiricism Journal
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Respon mahasiswa terhadap pembelajaran online pada masa pandemi covid-19
No full textTujuan penelitian ini adalah untuk mendeskripsikan respon mahasiswa terhadap pembelajaran online pada masa pandemi COVID-19. Penelitian ini merupakan penelitian deskriptif dengan metode survey. Data dikumpulkan dari 150 mahasiswa pendidikan biologi Universitas Pendidikan Mandalika (UNDIKMA) menggunakan angket yang disusun pada Google Form, kemudian dianalaisis secara deskriptif berdasarkan trend data penelitian yang didapatkan. Hasil penelitian menunjukkan 87% mahasiswa menggunakan smartphone, dan 13% menggunakan laptop. Pada aspek aplikasi, 73% menggunakan media sosial WhatsApp, 27% menggunakan website kampus. Selain itu, dalam perkuliahan online 92% mahasiswa menggunakan paket data sebagai basis jaringan internet, 62% mahasiswa menyatakan bahwa harga paket data mahal, sebesar 58% menyatakan kondisi jaringan stabil selama perkuliahan online, serta sebagian besar mahasiswa menyatakan bahwa perkuliahan online tidak efektif dibandingkan dengan perkuliahan konvensional. Rekomendasai penelitian berdasarkan respon atau persepsi mahasiswa terhadap pembelajaran online pada masa pandemi COVID-19 adalah UNDIKMA harus berusaha berusaha merancang perkuliahan yang mengakomodir antara perkuliahan online dengan perkuliahan tatap muka. Selain itu, dosen sebagai tenaga pengajar diharapkan merancang materi ajar yang lebih menarik, dan mudah diakses oleh mahasiswa.Student response to online learning during the Covid-19 pandemicAbstractThe purpose of this study was to describe student responses to online learning during the COVID-19 pandemic. This research is a descriptive study with a survey method. Data were collected from 150 biology education students of Mandalika Education University (UNDIKMA) using a questionnaire compiled on Google Form, then analyzed descriptively based on the trends of the research data obtained. The results showed 87% of students used smartphones, and 13% used laptops. In the application aspect, 73% use WhatsApp social media, 27% use campus websites. In addition, in online lectures 92% of students use data packages as the basis for the internet network, 62% of students stated that the price of data packages is expensive, 58% stated that the network conditions were stable during online lectures, and most students stated that online lectures were ineffective compared to conventional lectures. Research recommendations based on student responses or perceptions of online learning during the COVID-19 pandemic are that UNDIKMA should try to design lectures that accommodate online lectures with face-to-face lectures. In addition, lecturers as teaching staff are expected to design teaching materials that are more attractive and easily accessible to students
Kelayakan LKS Berbasis Auditory Intellectually Repetition sebagai Bahan Ajar Alternatif Siswa
No full textTujuan dari penelitian ini yaitu untuk mengetahui validitas dan keterbacaan LKS berbasis Auditory Intellectually Repetition (AIR). Penelitian ini merupakan penelitian deskriptif kuantitatif dengan tiga tahap define, desain dan develop. Data penelitian dikumpulkan menggunakan lembar validasi dan angket keterbacaan LKS. Lembar kerja siswa yang telah disusun kemudian divalidasi oleh 3 validator ahli dan dilakukan uji keterbacaan kepada 21 siswa kelas VII. Adapun hasil penelitian pengembangan LKS berbasis Auditory Intellectually Repetition valid digunakan (skor: 3,28 dengan kategori valid), keterbacaan LKS dinyatakan baik (skor: 3,41 dengan kategori baik). Sehingga dapat disimpulkan bahwa LKS berbasis Auditory Intellectually Repetition layak dan dapat digunakan sebagai bahan ajar alternatif siswa.The Eligibility of Auditory Intellectually Repetition-Based Worksheets as Alternative Teaching Materials for StudentsAbstractThe purpose of this study was to determine the validity and legibility of Auditory Intellectually Repetition (AIR) based worksheets. This research is a descriptive quantitative research with three stages i.e define, design and develop. The research data were collected using a validation sheet and a student worksheet readability questionnaire. The student worksheets that had been compiled were then validated by 3 expert validators and readability tests were carried out on 21 class VII students. The results of research on the development of Auditory Intellectually Repetition-based worksheets were valid (score: 3.28 in the valid category), the readability of the worksheets was declared good (score: 3.41 in the good category). So it can be concluded that Auditory Intellectually Repetition-based worksheets was eligible and can be used as alternative teaching materials for students
Penerapan model pembelajaran problem based instruction (pbi) untuk meningkatkan aktivitas dan prestasi belajar siswa
No full textSalah satu masalah pembelajaran yang dihadapi siswa SMP Negeri 3 Jonggat khususnya kelas VIIIC semester II adalah pembelajaran yang masih didominasi oleh guru. Siswa hanya mendengakan materi yang disampaikan sehingga siswa kurang berpartisipasi dalam kegiatan pembelajaran, sehingga diperlukan suatu model pembelajaran yang mampu mendorong siswa berperan aktif dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk meningkatkan aktivitas dan prestasi belajar siswa melalui penerapan model pembelajaran problem based instruction (pbi). Jenis penelitian ini adalah penelitian tindakan kelas yang dilakukan dalam II (dua) siklus dengan pendekatan kuantitatif dan kualitatif. Penelitian dilakukan pada 35 siswa kelas VIII SMP Negeri 3 Jonggat. Data penelitian dikumpulkan melalui observasi dan pemberian tes pada akhir siklus menggunakan instrumen lembar observasi kegiatan guru, lembar observasi aktivitas siswa, dan tes prestasi belajar. Hasil penelitian menunjukkan peningkatan aktivitas dan prestasi belajar siswa pada setiap siklus. Penjelasan terkait peningkatan aktivitas dan prestasi belajar siswa dijelaskan lebih rinci pada artikel ini. Kesimpulan dari penelitian ini menunjukkan bahwa penerapan model pembelajaran problem based instruction (pbi) dapat meningkatkan aktivitas dan prestasi belajar siswa kelas VIII semester II SMP Negeri 3 Jonggat pada materi pokok lingkaran.The implementation of problem based instruction (PBI) learning model to increase student activity and learning achievementAbstractOne of the learning problems faced by students of SMP Negeri 3 Jonggat, especially class VIIIC semester II, is that learning is still dominated by teachers. Students only listen to the material presented so that students do not participate in learning activities, so a learning model is needed that is able to encourage students to take an active role in learning activities. This study aims to increase student activity and learning achievement through the application of problem-based instruction (PBI) learning models. This type of research is a classroom action research conducted in II (two) cycles with quantitative and qualitative approaches. The research was conducted on 35 students of class VIII SMP Negeri 3 Jonggat. The research data were collected through observation and giving tests at the end of the cycle using the instrument teacher activity observation sheets, student activity observation sheets, and learning achievement tests. The results showed an increase in student activity and achievement in each cycle. An explanation related to increasing student activity and learning achievement is described in more detail in this article. The conclusion of this study shows that the application of the problem based instruction (pbi) learning model can increase the activity and learning achievement of students of class VIII semester II SMP Negeri 3 Jonggat on the subject matter of the circle
Penerapan Asesmen Kinerja Pada Kegiatan Praktikum Biologi Untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Kognitif Siswa
No full textTujuan dari penelitian ini adalah untuk mendeskripsikan penerapan asesmen kinerja dalam meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa kelas VII MTs Darul Hikmah Darek. Subjek penelitian ini adalah 20 siswa kelas VII MTs Darul Hikmah Darek. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan menggunakan dua siklus. Data keterampilan proses sains dikumpulkan menggunakan instrument lembar observasi, sedangkan hasil belajar kognitif siswa dikumpulkan menggunakan instrument tes dengan 20 item soal. Keterlaksanaan pembelajaran juga diukur dalam penelitian ini menggunakan lembar observasi keterlaksanaan (RPP). Data penelitianian dianalisis secara deskriptif. Hasil penelitian menunjukkan (1) keterlaksanaan RPP pada siklus I mencapai 68% dengan kategori baik, sedangkan pada siklus II mencapai 100% dengan kategori sangat baik; (2) keterampilan proses sains pada siklus I mencapai 55% dengan kategori cukup tinggi, dan pada siklus II mencapai 75% dengan kategori tinggi; dan (3) skor rata-rata hasil belajar kognitif siswa pada siklus I mencapai 66 dengan ketuntasan klasikal sebesar 40%, sedangkan siklus II mencapai 77 dengan ketuntasan klasikal sebesar 90%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan asesmen kinerja dapat meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa pada kelas VII MTs Darul Hikmah Darek.
The Implementation of Performance Assessment in Biology Practicum Activities to Improve Students' Science Process Skills and Cognitive Learning Outcomes
Abstract
The purpose of this study was to describe the implementation of performance assessment in improving science process skills and cognitive learning outcomes of seventh grade students of MTs Darul Hikmah Darek. The subjects of this study were 20 grade VII students of MTs Darul Hikmah Darek. This research is a classroom action research (CAR) using two cycles. Science process skills data were collected using an observation sheet instrument, while students' cognitive learning outcomes were collected using a test instrument with 20 items of questions. The implementation of learning was also measured in this study using the implementation observation sheet (RPP). The researcch data were analyzed descriptively. The results showed (1) the implementation of the lesson plans in the first cycle reached 68% in the good category, while in the second cycle it reached 100% in the very good category; (2) science process skills in the first cycle reached 55% in the fairly high category, and in the second cycle it reached 75% in the high category; and (3) the average score of students' cognitive learning outcomes in the first cycle reached 66 with classical completeness of 40%, while the second cycle reached 77 with classical completeness of 90%. Based on the results of the study, it can be concluded that the implementation of performance assessments can improve science process skills and cognitive learning outcomes of students in class VII MTs Darul Hikmah Darek
Pengaruh penambahan media limbah jamur merang dalam pupuk organik cair terhadap konsentrasi kaslium
No full textPupuk organic cair merupakan pupuk yang berupa larutan dari hasil pembusukan bahan-bahan organik. Kombinasi whey tahu dan limbah jamur merang dengan penambahan starter mikroorganisme lokal (MOL) dapat diolah menjadi pupuk organik cair mengandung makro nutrient Kalium (K-total). Tujuan penelitian ini untuk mengetahui kandungan kalium optimum pada pupuk organik cair whey tahu dengan penambahan limbah jamur merang dan mikroorganisme lokal (MOL). Metode penelitian ini menggunakan penelitian eksperimen di laboratorium dengan menggunakan metode Rancangan Acak Lengkap (RAL) dengan dua: faktor 1 massa limbah jamur merang (Limbah jamur merang lama 600 gr dan limbah jamur merang baru 600 gr) dan faktor 2 volume pupuk organik cair (masing-masing 1L). Hasil penelitian menunjukkan bahwa kandungan K-total tinggi terdapat pada perlakuan POC + LB yaitu 1,05%.The effect of the addition of mushroom waste media in liquid organic fertilizer to the concentration of cassava AbstractLiquid organic fertilizer is a fertilizer in the form of a solution from the decay of organic matter. The combination of whey tofu and mushroom waste with the addition of local microorganism starter (MOL) can be processed into liquid organic fertilizer containing macro-nutrient potassium (K-total). The purpose of this study was to determine the optimum potassium content in the liquid organic fertilizer of whey tofu with the addition of mushroom waste and local microorganisms (MOL). This research method used experimental research in the laboratory using the Completely Randomized Design (CRD) method with two: a factor of 1 mass of mushroom waste (600 gr old mushroom waste and 600 gr new mushroom waste) and a factor of 2 volume of liquid organic fertilizer (each -Each 1L). The results showed that the high total K content found in the POC + LB treatment was 1.05%
Validitas perangkat pembelajaran berbasis pbl dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi
No full textTujuan penelitian ini adalah untuk mengetahui karakteristik perangkat pembelajaran berbasis Problem Based Learning (PBL) dengan pendekatan konflik kognitif untuk membelajarkan kemampuan metakognisi siswa. Penelitian ini merupakan penelitian deskriptif. Instrumen yang digunakan dalam penelitian ini berupa lembar validasi untuk mengevaluasi produk yang dihasilkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi. Produk yang dihasilkan divalidasi oleh tiga validator ahli dan satu praktisi. Data dianalisis secara deskriptif menggunakan rerata skor yang diberikan validator. Hasil penelitian menunjukkan bahwa produk yang dikembangkan berupa silabus, rencana pembelajaran, lembar kegiatan siswa, dan tes pengetahuan metakognisi dinyatakan valid baik secara isi maupun konstruk sehingga dapat disimpulkan bahwa perangkat pembelajaran berbasis PBL dengan pendekatan konflik kognitif valid untuk membelajarkan kemampuan metakognisi.The validity of PBL based learning tools with cognitive conflict approaches to teach metacognition abilitiesAbstractThe purpose of this study was to determine the characteristics of Problem Based Learning (PBL) based learning tools with a cognitive conflict approach to teach students metacognition abilities. This research is descriptive research. The instrument used in this study was a validation sheet to evaluate the resulting products in the form of a syllabus, lesson plans, student activity sheets, and tests of metacognition knowledge. The resulting products were validated by three expert validators and one practitioner. Data were analyzed descriptively using the mean score given by the validator. The results showed that the products developed in the form of syllabus, learning plans, student activity sheets, and metacognition knowledge tests were declared valid both in content and construct, so it can be concluded that PBL-based learning tools with cognitive conflict approaches are valid for teaching metacognition abilities
Meningkatkan keterampilan metakognisi dan berpikir kritis siswa melalui pembelajaran model pemecahan masalah dengan strategi konflik-kognitif
No full textPembelajaran saat ini menekankan siswa untuk mampu belajar dengan menerapkan keterampilan–keterampilan berpikir abad 21 sesuai tuntutan kurikulum 2013 maupun edisi revisi seperti berpikir kritis dan metakognisi. Penelitian ini bertujuan untuk meningkatkan keterampilan metakognisi dan keterampilan berpikir kritis siswa dalam pembelajaran fisika melalui implementasi model pemecahan masalah dengan strategi konflik kognitif. Penelitian ini merupakan penelitian tindakan kelas, yang terdiri dari tiga siklus pembelajaran, dan setiap siklus meliputi empat tahapan yaitu perencanaan, pelaksanaan, evaluasi, dan refleksi. Penelitian dilaksanakan pada 25 siswa kelas XI MAN 3 Lombok Tengah. Instrumen penelitian yang digunakan berupa (1) lembar observasi keterlaksanaan pembelajaran, (2) tes uraian kemampuan berpikir kritis sebanyak 4 (empat) soal, dan (3) lembar penilaian keterampilan metakognisi siswa yang telah dinyatakan valid. Data hasil penelitian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa keteralaksanaan pembelajaran untuk setiap siklus dinyatakan baik, sehingga berdampak pada aktivitas metakognisi dan keterampilan berpikir kritis yang berkategori baik. berdasarkan hasil penelitian dapat disimpulkan bahwa implementasi model pemecahan masalah dengan strategi konflik kognitif dapat meningkatkan keterampilan metakognisi dan keterampilan berpikir kritis siswa kelas XI MAN 3 Lombok Tengah
Improving students' metacognition and critical thinking skills through problem-solving learning models with conflict-cognitive strategies
Abstract: Current learning emphasizes students to be able to learn by applying 21st century thinking skills according to the demands of the 2013 curriculum and revised editions such as critical thinking and metacognition. This study aims to improve students' metacognition skills and critical thinking skills in learning physics through the implementation of problem-solving models with cognitive conflict strategies. This research is a classroom action research, which consists of three learning cycles, and each cycle includes four stages, namely planning, implementing, evaluating, and reflecting. The research was conducted on 25 students of class XI MAN 3 Lombok Tengah. The research instrument used in the form of (1) learning implementation observation sheet, (2) 4 (four) test questions on critical thinking skills, and (3) students' metacognition skill assessment sheet that has been declared valid. The research data were analyzed descriptively. The results showed that the implementation of learning for each cycle was declared good, so that it had an impact on metacognition activities and critical thinking skills which were stated to increase each cycle. Based on the results of the study, it can be concluded that the implementation of problem solving models with cognitive conflict strategies can improve metacognition skills and critical thinking skills of class XI students of MAN 3 Lombok Tengah
Analisis Kemampuan Regulasi Kognisi Peserta Didik dalam Pembelajaran
No full textProses pembelajaran pada peserta didik perlu dilatihkan serangkaian kegiatan yang sangat penting agar pembelajaran dapat berhasil dengan baik. Tujuan penelitian ini adalah untuk mendapatkan gambaran tentang kemampuan regulasi kognisi peserta didik dalam pembelajaran dengan model RML (reflective metacognitive learning) dengan fase: (1) refleksi orientasi, (2) refleksi organisasi, (3) refleksi eksekusi, dan (4) refleksi verifikasi. Penelitian ini merupakan penelitian deskriptif. Sampel yang digunakan sebanyak 75 orang peserta didik di tingkat SMA/MA di Lombok Tengah, yang dipilih secara cluster random sampling. Instrumen yang digunakan berupa angket kemampuan regulasi kognisi sebanyak 34 butir pertanyaan/pernyataan yang telah dinyatakan valid dan reliabel. Data berupa kemampuan regulasi kognisi peserta didik dianalisis dengan menentukan rata-rata pencapaian setiap peserta didik pada masing-masing sekolah, dan penentuan rata-rata skor pada setiap indikator kemampuan regulasi kognisi. Hasil penelitian ini adalah kemampuan regulasi kognisi peserta didik yang dibelajarkan dengan model RML mencapai kategori baik. Hal ini dilihat dari perolehan rata-rata pada ketiga sekolah sebesar 3,20; 3,18; dan 3,08, perolehan rata-rata setiap indikator pada ketiga sekolah juga berkategori baik dengan skor 3,18 untuk indikator planning; 3,15 untuk idikator information management strategy; 3,16 untuk indikator monitoring ; 3,17 untuk indikator debugging; dan 3,12 untuk indikator evaluation. Dengan demikian, kemampuan regulasi kognisi peserta didik dapat dilatihkan dalam pembelajaran dengan model RML yang menekankan proses refleksi secara sadar melalui: (1) penyajian fenomena kkonflik kognitif, (2) penyajian fenomena anomali, (3) proses internalisasi, (4) penyajian fenomena baru yang terkait dengan konsep yang dibelajarkan.Analysis of Students' Cognition Regulation Ability in LearningAbstractThe learning process in students needs to be trained in a series of activities that are very important so that learning can be successful. The purpose of this study was to obtain an overview of the ability of students to regulate cognition in learning with the RML (reflective metacognitive learning) model with the following phases: (1) orientation reflection, (2) organizational reflection, (3) reflection on execution, and (4) reflection on verification. This research is descriptive research. The sample used was 75 students at the SMA / MA level in Central Lombok, who were selected by cluster random sampling. The instrument used was a questionnaire on the ability to regulate cognition as many as 34 questions / statements that were declared valid and reliable. Data in the form of students' cognitive regulatory abilities were analyzed by determining the average achievement of each student in each school, and determining the average score on each indicator of the cognitive regulatory ability. The results of this study were the ability of students to regulate cognition who learned the RML model reached a good category. This can be seen from the average acquisition of the three schools of 3.20; 3.18; and 3.08, the average acquisition of each indicator in the three schools was also in the good category with a score of 3.18 for the planning indicator; 3.15 for the information management strategy indicator; 3.16 for monitoring indicators; 3.17 for debugging indicators; and 3.12 for indicator evaluation. Thus, the ability of students to regulate cognition can be trained in learning with the RML model which emphasizes the process of conscious reflection through: (1) presenting cognitive conflict phenomena, (2) presenting anomalous phenomena, (3) internalizing processes, (4) presenting new phenomena which is related to the concept being learned
Validitas dan Kepraktisan Perangkat Pembelajaran IPA Terpadu Berbasis Software Adobe Flash Cs6 pada Tema Energi dan Makanan
No full textPenelitian ini bertitik tolak adanya kesenjangan antara harapan pembelajaran dan hasil belajar fisika SMP, oleh sebab itu perlu diupayakan peningkatan mutu proses belajar mengajar melalui pengembangan perangkat pembelajaran yang sesuai dengan hakikat IPA dan standar kompetensi lulusan SMP. Penelitian ini bertujuan untuk mendeskripsikan kevalidan dan kepraktisan perangkat pembelajaran IPA terpadu berbasis software adobe flash CS6 pada materi energi dan makanan. Penelitian ini merupakan penelitian deskriptif evaluatif yang menghasilkan media pembelajaran IPA terpadu yang valid dan praktis untuk siswa SMP. Media pembelajaran yang dihasilkan divalidasi oleh 2 ahli pembelajaran dan 3 ahli media menggunakan lembar validasi. Kepraktisan produk ditentukan berdasarkan respon 2 guru dan 20 siswa terhadap media pembelajaran yang dikumpulkan menggunakan angket respon. Data hasil penelitian dianalisis secara deskriptif. Hasil penelitian menunjukkan media pembelajaaran dinyatakan valid, sedangkan respon yang diberikan guru dan siswa menunjukkan respon yang positif terhadap perangkat pembelajaran dan media pembelajaran yang dihasilkan. Berdasarkan temuan penelitian tersebut dapat disimpulkan bahwa perangkat pembelajaran IPA berbasis media software adobe flash CS6 yang dikembangkan valid dan praktis digunakan dalam pembelajaran IPA terpadu pada materi energi dan makanan bagi siswa SMP.
Validity and Practicality of Integrated Science Learning Tools Based on Adobe Flash Cs6 Software on Energy and Food Themes
Abstract
This research is based on the existence of a gap between learning expectations and learning outcomes for junior high school physics, therefore it is necessary to improve the quality of the teaching and learning process through the development of learning tools that are in accordance with the nature of science and competency standards for junior high school graduates. This study aims to describe the validity and practicality of integrated science learning tools based on Adobe Flash CS6 software on energy and food materials. This research is an evaluative descriptive research that produces an integrated science learning media that is valid and practical for junior high school students. The resulting learning media was validated by 2 learning experts and 3 media experts using a validation sheet. The practicality of the product is determined based on the responses of 2 teachers and 20 students to the learning media collected using a response questionnaire. The research data were analyzed descriptively. The results showed that the learning media was declared valid, while the responses given by the teacher and students showed a positive response to the learning tools and learning media produced. Based on the research findings, it can be concluded that the adobe flash CS6 software media-based science learning device that was developed is valid and practical to use in integrated science learning on energy and food materials for junior high school students
Implementasi model reflective-metacognitive learning untuk meningkatkan kemampuan berpikir kritis, keterampilan metakognisi dan kesadaran metakognisi
No full textTujuan penelitian ini adalah untuk meningkatkan kemampuan berpikir kritis, keterampilan metakognisi, dan kesadaran metakognisi melalui implementasi model reflective metacognitive learning (RML) dalam pembelajaran fisika di MAN 3 Lombok Tengah. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam 3 (tiga) siklus pembelajaran dan setiap siklus terdiri dari 3 (tiga) kali pertemuan. Instrumen penelitian ini terdiri dari lembar observasi keterlaksanaan pembelajaran, tes kemampuan berpikir kritis, lembar penilaian keterampilan metakognisi, dan angket kesadaran metakognisi yang telah dinyatakan valid dan reliabel. Pengumpulan data dilakukan dengan teknik observasi, teknik tes, teknik penilaian kinerja, dan teknik angket. Analisis data dilakukan secara deskriptif kuantitatif, dengan menentukan rata-rata dari setiap jenis data, mengkonversi ke dalam skala statistik dan membuat pengkategorisasian. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis meningkat dari 45% pada siklus I menjadi 85% siswa pada siklus II dan III tuntas secara klasikal. Keterampilan metakognisi juga meningkat dari 50% siswa mencapai kategori baik pada siklus I menjadi 100% siswa berkategori baik pada siklus II, 75% dan 25% siswa mencapai kategori baik dan sangat baik pada siklus III. Hal yang sama pada kesadaran metakognisi meningkat dari 100% kategori cukup baik pada siklus I menjadi berkategori baik sebesar 100% pada siklus II dan III. Dengan demikian, model RML dapat diimplementasikan untuk meningkatkan kemampuan berpikir kritis, keterampilan dan kesadaran metakognisi siswa dalam pembelajaran fisika.Implementation of the reflective-metacognitive learning model to improve critical thinking skills, metacognition skills and metacognition awarenessAbstractThe purpose of this study was to improve critical thinking skills, metacognition skills, and metacognitive awareness through the implementation of the reflective metacognitive learning (RML) model in physics learning at MAN 3, Central Lombok. This research is a classroom action research (CAR) which is carried out in 3 (three) learning cycles and each cycle consisting of 3 (three) meetings. The research instrument consisted of a learning implementation observation sheet, a critical thinking skills test, a metacognition skill assessment sheet, and a metacognition awareness questionnaire that was declared valid and reliable. The data were collected by means of observation techniques, test techniques, performance appraisal techniques, and questionnaire techniques. Data analysis was carried out in a descriptive quantitative manner, by determining the average of each type of data, converting it into a statistical scale and categorizing it. The results showed that the critical thinking ability increased from 45% in the first cycle to 85% of the students in the second and third cycles were classically complete. Metacognition skills also increased from 50% of students achieving good categories in cycle I to 100% of students being categorized as good in cycle II, 75% and 25% of students achieving good and very good categories in cycle III. The same thing in metacognition awareness increased from 100% good enough category in cycle I to good category by 100% in cycle II and III. Thus, the RML model can be implemented to improve students' critical thinking skills, metacognitive skills and awareness in learning physics