THE INFLUENCE OF CONSTRUCTIVISM APPROACH IN DIRECT LEARNING TOWARDS STUDENTS’ METACOGNITIVE AWARENESS AND LEARNING OUTCOMES IN THE TOPIC OF SOLUBILITY AND SOLUBILITY PRODUCT

摘要

The study was a quasi-experiment research which aimed to know: (i) the influence of constructivism approach in direct learning towards metacognitive awareness (ii) the influence of constructivism approach in direct learning towards student’s learning outcomes on solubility and solubility product subject. The results of the study show that (i) there is no influence of constructivism approach in direct learning towards students’ metacognitive awareness (p = 0.240, n = 39); (ii) there is influence of constructivism approach in direct learning towards students' learning outcomes (p = 0.000 , n = 39). After the learning process, the average of learning outcomes value in control class is 72.25 which is smaller than experiment class , of which the average is 79.47. In the experiment class, 84.21% of the students achieved the standard of mastery and the percengatage of those who achive the standard in the control class is 70% s. The study also shows that there is correlation between metacognitive awareness and learning outcomes. In the experimental class, metacognitive awareness contributes 27.6% (R = 0.526, R square = 0.276) to the learning outcomes. While in the control class, metacognitive awareness is contributes 5.6% (R = 0.237, R square = 0.056) to the learning outcomes.