The Influence Of Metacognition And Critical Thinking Towards Reading Comprehension Grade 3 Elementary School
Nur Cahyani. NIM: 1609087035. The influence of Metacognition And critical thinking Towards Reading Comprehension grade 3 elementary school Cluster 4 Subdistrict of North Jakarta's Koja: Quantitative Studies in the Faculty of teacher training and educational sciences (PEDAGOGY) Muhammadiyah University Prof. Dr. HAMKA. (UHAMKA). Thesis. The Basic Education Master's Degree Courses, Postgraduate School Muhammadiyah University Prof. Dr. HAMKA. February 2019.
This thesis aims to know or no influence of Metacognition and critical thinking towards reading comprehension grade 3 elementary school cluster 4 Subdistrict of North Jakarta's Koja.
The method used is a quantitative research method. The sample in this research is the elementary school grade 3 cluster 4 subdistricts Koja. The data collected by the method of Metacognition questionnaire, data collected with critical thinking ability test descriptions, as well as data collected by understanding reading test data analysis used in this study is the path analysis or path analysis . The design of this research is done by providing a questionnaire at the beginning of the meeting to know the ability of Metacognition high and low. Then be given preferential treatment and in the end of the test the ability of critical thinking and reading comprehension. The results showed that critical thinking and Metacognition effect on reading comprehension grade 3 elementary school. The results of calculations with α = 0.05 significant level then retrieved the X 1 X 3 = Thitung 2.247 against dengaTtabel (0.05, 1/103) = 1.980, then 2.247 > 1,980 meaning Ho denied and Ha is received. X 2 X 3 = Thitung against with Ttabel 2.216 (0.05, 1/103) = 1.980, then 2.216 > 1,980 meaning Ho denied and Ha is received. X 1 Thitung X 2 = 3.853 against dengaTtabel (0.05, 1/103) = 1.980, then 2.247 > 1,980 meaning Ho denied and Ha is received. Based on the research that has been done that the results obtained: 1) there is a direct positive influence towards reading comprehension Metacognition of the students, 2) there is a direct positive influence critical thinking students towards reading comprehension, and there are 3) direct positive influence of Metacognition towards critical thinking.
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License