摘要：Promoting Students’ Metacognitive Skills Using JIGSAW-Reciprocal Teaching.Metacognition skill guides the students to be self-regulated learners.Self-regulated learners are responsible to enhance the progress of learning.This study aims at finding out the effect of the learning strategy toward the metacognition skill and how the combination of Jigsaw-Reciprocal Teaching (JIRAT) strategies could significantly improve the metacognition skill of lower academic ability students.This study was quasi experimental with factorial 4 x 2 and pretest-posttest nonequivalent control group design.The population of this study was the 10th grade students of 2008/2009 academic years of the public and private senior high schools in Jember.The data was analyzed by ANCOVA.Findings showed the learning strategy affected the metacognition skill.The JIRAT strategy, RT strategy, and Jigsaw strategy have equivalent position in increasing metacognition skills.There were differences in metacognition skills on upper academic ability and lower academic ability students.There was no interaction effect of the strategy and the ability of the students metacognition skill.JIRAT strategy, RT strategy, and Jigsaw strategy of upper academic ability and lower academic ability had equivalent position to increase metacognition skills.The JIRAT strategy, RT, and Jigsaw tended to increase metacognition skills of lower academic ability students.Abstrak: Pemberdayaan Keterampilan Metakognisi Siswa Berkemampuan Akademik Rendah dengan Strategi Pembelajaran Jigsaw-Reciprocal Teaching (Jirat).Keterampilan metakognisi dapat membantu siswa menjadi pebelajar mandiri.Pebelajar mandiri bertanggung jawab terhadap kemajuan belajarnya.Tujuan penelitian adalah meningkatkan secara signifikan keterampilan metakognisi siswa berkemampuan akademik bawah dengan menerapkan strategi pembelajaran Jigsaw-Reciprocal Teaching (JIRAT).Rancangan penelitian adalah kuasi eksperimen dengan faktorial 4X2.Prosedur penelitian dengan desain eksperimen Pretest-Postest Nonequivalent Control Group Design.Populasi penelitian adalah siswa kelas X SMA Negeri dan SMA Swasta di Jember.Keterampilan metakognisi diukur dengan rubrik yang dikembangkan oleh Corebima.Data yang didapat dianalisis dengan analisis kovarian (anakova).Hasil penelitian menunjukkan bahwa strategi pembelajaran berpengaruh terhadap keterampilan metakognisi.Startegi JIRAT, reciprocal Teaching (RT), dan strategi Jigsaw pada siswa dengan kemampuan akademik atas dan bawah mempunyai kemampuan sama dalam meningkatkan keterampilan metakognisinya.JIRAT, strategi RT, dan strategi Jigsaw dapat meningkatkan keterampilan metakognisi siswa berkemampuan akademik bawah.
其他摘要：Abstract: Promoting Students’ Metacognitive Skills Using JIGSAW-Reciprocal Teaching. Metacognition skill guides the students to be self-regulated learners. Self-regulated learners are responsible to enhance the progress of learning. This study aims at finding out the effect of the learning strategy toward the metacognition skill and how the combination of Jigsaw-Reciprocal Teaching (JIRAT) strategies could significantly improve the metacognition skill of lower academic ability students. This study was quasi experimental with factorial 4 x 2 and pretest-posttest nonequivalent control group design. The population of this study was the 10th grade students of 2008/2009 academic years of the public and private senior high schools in Jember. The data was analyzed by ANCOVA. Findings showed the learning strategy affected the metacognition skill. The JIRAT strategy, RT strategy, and Jigsaw strategy have equivalent position in increasing metacognition skills. There were differences in metacognition skills on upper academic ability and lower academic ability students. There was no interaction effect of the strategy and the ability of the students metacognition skill. JIRAT strategy, RT strategy, and Jigsaw strategy of upper academic ability and lower academic ability had equivalent position to increase metacognition skills. The JIRAT strategy, RT, and Jigsaw tended to increase metacognition skills of lower academic ability students. Abstrak: Pemberdayaan Keterampilan Metakognisi Siswa Berkemampuan Akademik Rendah dengan Strategi Pembelajaran Jigsaw-Reciprocal Teaching (Jirat). Keterampilan metakognisi dapat membantu siswa menjadi pebelajar mandiri. Pebelajar mandiri bertanggung jawab terhadap kemajuan belajarnya. Tujuan penelitian adalah meningkatkan secara signifikan keterampilan metakognisi siswa berkemampuan akademik bawah dengan menerapkan strategi pembelajaran Jigsaw-Reciprocal Teaching (JIRAT). Rancangan penelitian adalah kuasi eksperimen dengan faktorial 4X2. Prosedur penelitian dengan desain eksperimen Pretest-Postest Nonequivalent Control Group Design. Populasi penelitian adalah siswa kelas X SMA Negeri dan SMA Swasta di Jember. Keterampilan metakognisi diukur dengan rubrik yang dikembangkan oleh Corebima. Data yang didapat dianalisis dengan analisis kovarian (anakova). Hasil penelitian menunjukkan bahwa strategi pembelajaran berpengaruh terhadap keterampilan metakognisi. Startegi JIRAT, reciprocal Teaching (RT), dan strategi Jigsaw pada siswa dengan kemampuan akademik atas dan bawah mempunyai kemampuan sama dalam meningkatkan keterampilan metakognisinya. JIRAT, strategi RT, dan strategi Jigsaw dapat meningkatkan keterampilan metakognisi siswa berkemampuan akademik bawah.
