Abstract:
Research has been conducted to aim that implementation of metacognitive strategy with IKRAR model of learning can be used to improve students result’s learning about buffer solution and hydrolysis of salt in XI-IPA class of Darul Hijrah Putri. This research purposed to investigate teachers activities, student activities and how the effect of implementation of metacognitive strategy with IKRAR model of learning can be used to improve students result’s learning about buffer solution and hydrolysis of salt. This research used the classroom action research design (PTK) with 2 cycles. The subjects of this research are 32 students of XI-IPA of Darul Hijrah Putri. The Data collected through the test results of the study, observation, question form, interview and documentation. The result of the research shows that (1) metacognitive strategy with IKRAR model of learning can improve the quality of teachers in the learning activities about 68,67% to 78,89%. (2) metacognitive strategy with IKRAR model of learning can improve activities students from 67,49% to 77,92%. (3) metacognitive strategy with IKRAR model of learning success increase the percentage of students from 57,48% to 82,34%. (4) metacognitive strategy with IKRAR model of learning had been proved to develop metacognitive of the students.
Description:
model, IKRAR, metacognitive straregy, problem solving, buffer solution, hydrolysis of salt
