BMB3 Strategy Counseling Teaching Materials to Improve Student’s Metacognition Skills

DOI

10.2991/978-2-38476-234-7_13How to use a DOI?

Keywords

counseling teaching materials; BMB3 strategy; metacognitive skills

Abstract

Learning problems after the pandemic are getting more serious, critical thinking skills are low, low life skills, low internal locos of control, while high technology utilization, is predicted to be related to metacognitive skills. Students’ ability to achieve metacognitive knowledge competency is very low, the average for each school is around 20%. The research objectives are; to find a model of BMB3 strategy teaching materials to improve students’ metacognition; finding students’ metacognitive differences; produce a BMB3 strategy teaching material model that is effective in improving the metacognition of State High School (SMAN) students in Medan and Deli Serdang; and finding supporting and inhibiting factors for the BMB3 strategy teaching material model that is effective in improving students’ metacognition at Medan and Deli Serdang state high schools. The research instrument used questionnaires and field notes. Descriptive analysis techniques and t test. The research results found that; the counseling teaching material model was prepared according to the Independent Competency Standards, learning objectives were formulated, based on the objectives, learning materials, media, worksheets, BMB3 strategies and evaluation were formulated. The BMB3 strategy trains students to think, feel, behave, act and be responsible, their progress is recorded in field notes. Metacognitive skills related to learning are in the low category. The results of the t test showed that there was no difference in metacognitive skills between students at SMAN 18 Medan and SMAN 1 Batang Kuis. If the BMB3 strategy counseling teaching materials are trained and familiarized to students regarding self-reflection on the ten counseling themes, the students’ metacognitive skills will increase. Optimizing the BMB3 strategy teaching material model requires the involvement of subject teachers, parents and school principal policies. The obstacle is that some students, parents, subject teachers and school principals do not understand the function and role of guidance and counseling teachers in schools.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Rosmala Dewi
AU  - Raudah Zaimah Dalimunthe
AU  - Utami Nurhafsari
AU  - Hilma Harmen
PY  - 2024
DA  - 2024/04/29
TI  - BMB3 Strategy Counseling Teaching Materials to Improve Student’s Metacognition Skills
BT  - Proceedings of the 2nd Annual International Conference: Reimagining Guidance and Counselling in the VUCA Era  (AICGC 2023)
PB  - Atlantis Press
SP  - 108
EP  - 117
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-234-7_13
DO  - 10.2991/978-2-38476-234-7_13
ID  - Dewi2024
ER  -