PENGARUH PENGGUNAAN METODE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) TERHADAP PRESTASI BELAJAR SEJARAH DITINJAU DARI METAKOGNITIF SISWA KELAS XI-IIS SMA NEGERI DI KABUPATEN PONOROGO TAHUN AJARAN 2014/2015

Abstract

The purpose of this study to analyze (1) The influence differences of the use of group investigation and think pair share metods toward history learning achievement (2) The influence differences of the students high and low metakognition toward history learning achievement (3) The influence of interaction between learning methods and students metakognition toward history learning achievement. The population in this study is the students of class XI Social of SMA Negeri in Ponorogo Regency. The Samples of research was the XI Social of SMAN 1 Jetis as control class and the XI Social of SMAN 1 Sampung as experiment class. The sampling technique employed was Multi Stage Cluster Random Sampling. The research method use in this study is an experimental method with 2x2 factorial design. The data obtained from the analysis of the use of group investigation and think pair share metods, students metakognition and history learning achievement is analyzed using two-way Anava at significance level α = 0,05. THe results of this study are: (1) There are differences in the influence of the use of group investigation and think pair share metods toward history learning achievement. The result of Anava test showed Fhitung 5,024 > Ftabel 4,00. Students learning achievement of history using group investigation method is better than student lerning achievement of history using think pair share. Achievement of history using group investigation obtains an average (mean=75,46) and achievement of history using think pair share obtains an average (mean=67,67). (2)There are differentces in the influence of students high and low metakognition toward history learning achievement. The result of Anava test showed Fhitung 4,910 > Ftabel 4,00. Achievement of students learning history with high metakognition is better than with achievement of students learning history with low metakognition. At the hight metakognition obtains an average (mean=75,27) while low metakognition obtains an average (mean=67,62). (3) There is no influence in interaction of learning methods and students metakognition. The result of Anava test showed Fhitung 0,318 < Ftabel 4,00. Keywords: Learning Method, Student Metakognition, History Learning Achievemen