Integrasi Self-Regulated Learning dalam Problem-Based Learning untuk Berpikir Sistem Siswa SMP

Lina Farih Qolba

doi:10.58355/dirosat.v4i4.275

Authors

Lina Farih Qolba Program Studi Pendidikan Ilmu Pengetahuan Alam, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

DOI:

https://doi.org/10.58355/dirosat.v4i4.275

Keywords:

self-regulated learning, problem-based learning, systems thinking, science education, junior high school, organization of life

Abstract

Systems thinking is an essential skill in science learning because it enables students to understand the interrelation among components within a system as a whole. This study aims to analyze junior high school students' systems thinking skills on the topic of the Organization of Life and to examine the effect of integrating Self-Regulated Learning (SRL) into Problem-Based Learning (PBL) on students' systems thinking skills. This study used a quantitative approach with a quasi-experimental design involving two groups, an experimental group and a control group, each consisting of 32 students. Data were collected through a systems thinking skills test, an SRL questionnaire, and a PBL implementation observation sheet. The results showed that the mean systems thinking score of the experimental group increased from 43.52 in the pretest to 87.66 in the posttest, while the control group increased from 42.27 to 74.69. The implementation of the PBL syntax obtained a score of 23 out of 24, or 95.83%, categorized as very good. These results indicate that integrating SRL into PBL produced better outcomes in developing students' systems thinking skills compared to the control group. The integration of planning, monitoring, strategy control, and reflection in problem-solving activities supported students in systematically understanding the relationships among components of the Organization of Life.

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