Analisis Perbedaan Kemampuan Metacognitive Awareness Reading Startegy (MARSI) antara Siswa Laki-Laki dan Perempuan di Sekolah Menengah Pertama

  • Mediatriks Esti Isa IKIP Budi Utomo
  • Mistianah Mistianah IKIP Budi Utomo
Keywords: Analysis, differences, marsi, male, female

Abstract

This study aims to analyze the metacognitive ability in reading between male and female students at SMP Negeri 1 Karang Ploso, Upaten Malang Regency. Sample d nature of research is composed of 62 students , the 33 male students and 29 female students. Metacognitive awareness instruments in reading used the Metacognitive Awareness Reading Strategy (MARSI ) questionnaire adapted from Mokhtari and Reichard.The metacognitive ability in reading in the MARSI questionnaire consists of three sub strategies or factors, namely reading strategies in general, problem solving strategies and supporting strategies in reading . The results of the study of men unjukkan that there was no significant difference in the ability MARSI between girls and boys. The results also revealed that female students used metacognitive awareness in reading strategies more often than male students . The s ISWA implement mass-solving strategies ah most widely than k a n with other metacognitive reading strategies while most rarely used strategy is the global reading strategies. Students themselves must learn metacognitive awareness in reading strategies and apply it in subjects, one of which is biology science subject because it requires students to read a lot of references. Strategy m embaca be global also should be considered as the least used by students . A more balanced use of all metacognitive strategies will help students to improve their abilities, especially in studying biology science material.

Published
2020-11-22
How to Cite
Isa, M., & Mistianah, M. (2020). Analisis Perbedaan Kemampuan Metacognitive Awareness Reading Startegy (MARSI) antara Siswa Laki-Laki dan Perempuan di Sekolah Menengah Pertama. Prosiding Seminar Nasional IKIP Budi Utomo, 1(01). https://doi.org/10.33503/prosiding.v1i01.917
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