MENINGKATKAN KETERAMPILAN METAKOGNITIF MELALUI LAYANAN KLASIKAL MULTIMODAL LITERASI SISWA KELAS XI SMA NEGERI 1 AIR PUTIH TAHUN AJARAN 2025/2026

Abstract

Low metacognitive skills among students result in suboptimal abilities to plan,
monitor, and evaluate the learning process. This study aims to enhance students'
metacognitive skills through multimodal literacy-based classroom guidance services
for Grade XI students at SMA Negeri 1 Air Putih during the 2025/2026 academic
year. The study employs the Guidance and Counseling Action Research (PTBK)
method using the Kemmis and McTaggart model, conducted over two cycles
comprising planning, implementation, observation, and reflection stages. The
research subjects consisted of 21 students selected based on screening results
indicating low metacognitive skills. Data collection involved Likert-scale
questionnaires, observation, and documentation, while data analysis utilized
descriptive quantitative techniques (percentages and categorization) and qualitative
analysis (data reduction, data presentation, and conclusion drawing). The results
indicate that prior to the intervention, 21 students (65.62%) fell into the low
metacognitive skills category. Following the implementation of multimodal literacy-
based classroom guidance services, the percentage of students reaching the high
category increased from 28.5% in Cycle I to 85.7% in Cycle II; meanwhile, the
average score rose from 56.71 in the pre-cycle stage to 66.33 in Cycle I and 83.67 in
Cycle II. These findings demonstrate that multimodal literacy-based classroom
guidance services are effective in improving students' metacognitive skills,
particularly regarding the aspects of planning, monitoring, and evaluating.