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The Effect of Triangulation-Based Metacognitive Learning Strategy on Students' Chemistry Literacy and Learning Achievement

JTK (Jurnal Tadris Kimiya) · Vol. 7 No. 1 (2022) · hlm. 14–24

DOI
10.15575/jtk.v7i1.14811
ISSN
2527-9637, 2527-6816
Terbit
2022-06-30
Penerbit
Department of Chemistry Education, UIN Sunan Gunung Djati Bandung
Bahasa
eng

Abstrak

This study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.

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  • State University of Malang
  • State University of Semarang
  • Sultan Agung Islamic University
  • Shibaura Institute of Technology
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Rekan penulisOrganisasiArtikel bersama
Hayuni Retno WidartiState University of Malang1
Deni Ainur RokhimState University of Malang1
Herunata HerunataState University of Malang1
Syauqiya A. Robi’ahState University of Malang1
Endang SusilaningsihState University of Semarang1
Cepi KurniawanState University of Semarang1
Sri HaryaniState University of Semarang1
Hesti PuspitasariState University of Malang1
Dedek SukarianingsihState University of Malang1
Rini RetnosariState University of Malang1
. SutrisnoAfiliasi tidak diketahui1
Karina Kurnia SariState University of Malang1
Ihsan Budi RachmanShibaura Institute of Technology1
I Wayan DasnaState University of Malang1
Sri Lestari RahayuState University of Malang1
Yahmin YahminState University of Malang1
Iwan ArdianSultan Agung Islamic University1
Nutrisia Nu’im HaiyaSultan Agung Islamic University1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/tadris-kimiya/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The Effect of Triangulation-Based Metacognitive Learning Strategy on Students' Chemistry Literacy and Learning Achievement</dc:title>
	<dc:creator>Parlan, Parlan</dc:creator>
	<dc:creator>Minata, Zelen Surya</dc:creator>
	<dc:creator>Suryadharma, Ida Bagus</dc:creator>
	<dc:creator>Sulistina, Oktavia</dc:creator>
	<dc:creator>Marfu'ah, Siti</dc:creator>
	<dc:subject xml:lang="en-US">chemistry literacy</dc:subject>
	<dc:subject xml:lang="en-US">electrolyte and nonelectrolyte solutions</dc:subject>
	<dc:subject xml:lang="en-US">learning achievement</dc:subject>
	<dc:subject xml:lang="en-US">metacognitive learning strategy</dc:subject>
	<dc:subject xml:lang="en-US">triangulation</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing &amp;amp; Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Chemistry Education,  UIN Sunan Gunung Djati Bandung</dc:publisher>
	<dc:date>2022-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/tadris-kimiya/article/view/14811</dc:identifier>
	<dc:identifier>10.15575/jtk.v7i1.14811</dc:identifier>
	<dc:source xml:lang="en-US">JTK (Jurnal Tadris Kimiya); Vol. 7 No. 1 (2022); 14-24</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Tadris Kimiya; Vol 7 No 1 (2022); 14-24</dc:source>
	<dc:source>2527-9637</dc:source>
	<dc:source>2527-6816</dc:source>
	<dc:source>10.15575/jtk.v7i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/tadris-kimiya/article/view/14811/pdf</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Parlan Parlan</dc:rights>
</oai_dc:dc>