Jurnal Pendidikan Teori Penelitian dan Pengembangan · 2016 · 13 citations · 0 references
EducationEducational PsychologyPsychologyCognitive PsychologyMetacognitionReading EducationMetacognitive AwarenessMetacognitive ControlMetacognitive KnowledgeMetacognitive MonitoringMetacognitive RegulationReadingMetacognitive InstructionSingle-case Quasi-experimental DesignStudent Learning Outcomes
The purpose of this study was to determined the effect of Reading-Concept Map-Timed Pair Share (Remap-TmPS) learning to the metacognitive skills and cognitive learning outcomes. The research is a quasi-experimental research with Nonequivalent Pretest-Posttest Control Group Design. The research sample is X MIA 2 class and X MIA 3 of SMAN 2 Batu. .Data from metacognitive skills and cognitive learning outcomes obtained from essay tests. This data analyzed using anacova test. The results showed that Remap-TmPS affect the metacognitive skills and cognitive learning outcomes of students.