Jurnal Inovasi Pendidikan IPA


handout, fluida dinamik, metakognisi, kemampuan aplikatif, fluid dynamics, metacognition, application ability

Document Type



Penelitian ini bertujuan untuk mengembangkan handout fluida dinamik terintegrasi metakognisi. Jenis penelitian ini adalah penelitian dan pengembangan. Subyek penelitian ini adalah guru fisika dan siswa kelas XI IPA pada SMAN 8 Yogyakarta dan MAN Laboratorium UIN Yogyakarta. Instrumen yang digunakan berupa lembar penilaian kualitas handout oleh ahli pendidikan fisika dan guru fisika, lembar tanggapan siswa terhadap kualitas handout, tes awal dan tes akhir kemampuan menerapkan prinsip fluida dinamik, lembar tanggapan guru fisika dan siswa terhadap penggunaan handout. Teknik analisis data yang digunakan adalah analisis deskriptif, analisis gain score, dan analisis varians dua jalur. Hasil penilaian ahli dan guru menunjukkan bahwa handout memiliki kualitas yang sangat baik. Hasil uji lapangan menunjukkan bahwa handout memiliki kualitas yang baik menurut tanggapan siswa, penggunaan handout menghasilkan peningkatan kemampuan menerapkan prinsip fluida dinamik siswa SMA dan MA yang signifikan, dan handout sangat praktis digunakan menurut guru fisika SMA dan praktis menurut siswa SMA.

Developing handout of fluid dynamics integrated by metacognition to improve application ability of SMA and MA students


This research aims to develop a handout of fluid dynamics integrated by metacognition. This type of research is research and development. The subjects of this study were a SMA/MA physics teacher and XI IPA grade students at SMAN 8 Yogyakarta and MAN Laboratory UIN Yogyakarta. The instruments used in this study were in the form of quality assessment sheet of teaching materials handout by physics education experts and SMA/MA physics teachers, students response sheet on the quality of teaching materials handout, initial and final test of application competence of the principles of fluid dynamics, and SMA/MA physics teacher and students response sheet on the use of the teaching materials handout. The data analysis technique used in this research was descriptive analysis, analysis of gain score, and two way analysis of variance. The expert and physics teacher assessment results show that the handout developed has a very good quality. Field testing results show that the handout developed has good quality according to student responses, the use of this handout can result significant improvement on the students ability to apply the principles of fluid dynamics at SMAN 8 Yogyakarta and MAN Laboratory UIN Yogyakarta, and the use of the handout is very practical according to SMA physics teacher and practical according to SMA students.

First Page


Last Page


Page Range






Digital Object Identifier (DOI)





Akingbade, J. S., & Omotade, A. A. (2013). Impact of metacognitive strategies of textbook reading on students' learning of physics in secondary schools. International Journal of Science and Research, 2(6). Retrieved from www.ijsr.net

Anandaraj, S., & Ramesh, C. (2014). A study on the relationship between metacognition and problem solving ability of physics major students. Indian Journal of Applied Research, IV(V), 191-193. https://doi.org/10.15373/2249555X

Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka landasan untuk pembelajaran, pengajaran dan asesmen: Revisi taksonomi pendidikan Bloom (A. Prihant). Yogyakarta: Pustaka Pelajar. https://doi.org/2010

Campbell, J. (2007). Using metacogs to collaborate with students to improve teaching and learning in physics. Educational Insights, 11(2).

Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate: The Journal of Doctoral Research in Education, 7(1), 39-47. Retrieved from http://www.educatejournal.org/index.php/educate/article/view/116

Departemen Pendidikan Nasional. (2008). Panduan pengembangan bahan ajar. Jakarta: Depdiknas.

Diniaty, A., & Atun, S. (2015). Pengembangan lembar kerja peserta didik (LKPD) industri kecil kimia berorientasi kewirausahaan untuk SMK. Jurnal Inovasi Pendidikan IPA, 1(1), 46. https://doi.org/10.21831/jipi.v1i1.4531

Direktorat Pembinaan SMA. (2010). Juknis penyusunan perangkat penilaian afektif di SMA. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction. Boston: Pearson/Allyn & Bacon.

Ghasempour, Z., Bakar, M. N., & Jahanshahloo, G. R. (2013). Innovation in teaching and learning through problem posing tasks and metacognitive strategies. International Journal of Pedagogical Innovatio, 1(1), 57-66. Retrieved from http://www.naturalspublishing.com/files/published/2wh2o22kcq662p.pdf

Gok, T. (2010). The general assessment of problem solving processes in physics education. International Journal of Physics and Chemistry Education, 2(2), 110-122. https://doi.org/10.1007/s11409-008-9026-0

Haiduc, L., & Liliana, C. (2011). Reading science textbooks: The role of metacognition in reading comprehension. In 2011 International Conference on Languages, Literature and Linguistics (pp. 550-555). Singapore: IACSIT Press. Retrieved from http://www.ipedr.com/vol26/110-ICLLL 2011-L10197.pdf

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. https://doi.org/10.1119/1.18809

Inomiesa, E. A., Achufusi, N. N., & Mgbemena, C. O. (2013). 'Effects of self-regulated learning and metacognitive learning cycle on the academic achievement of physics students. Open Journal of Advanced Engineering Techniques (OJAET), 1(3), 10-20.

Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Jogjakarta: DIVA Press.

Scott, B., & Levy, M. (2013). Metacognition: Examining the components of a fuzzy concept. Educational Research, 2(2), 120-131. https://doi.org/10.5838/erej.2013.22.04

Shareeja, A. M. C., & Gafoor, A. K. (2014). Does the use of metacognitive strategies influence students' problem solving skills in physics? IOSR Journal of Humanities and Social Science (IOSR-JHSS), 19(11), 48-51.

Shen, C.-Y., & Liu, H.-C. (2011). Metacognitive skills development: A web-based approach in higher education. TOJET: The Turkish Online Journal of Educational Technology, 10(2), 140-150. Retrieved from http://www.tojet.net/articles/v10i2/10215.pdf

Snowman, J., & McCown, R. (2011). Psychology applied to teaching. Nelson Education.

Veenman, M. V. J. (2012). Metacognition in science education: Defi nitions, constituents, and their intricate relation with cognition. In Metacognition in Science Education (pp. 21-36). Springer Netherlands. https://doi.org/10.1007/978-94-007-2132-6

Woolfolk, A. (2007). Educational psychology. New York: Pearson Education, Inc.