Discussion of Research Results

4. Conclusion

The results of development shows the following. First, the development of student’ metacognition in IEVP can be condacted by training the students skills through: 1 Self- regulation learner, 2 the ability to think, and 3 self study. The results of individual and small groups produced that the development of students metacognition in IEVP not satisfy the practicality and effectiveness criteria. Therefore, the development of student metacognition IEVP requires revision in the components of syntax combining phase III and phase IV.

5. Suggestions

Based on the conclusion of the study, researchers gave the following advices to practitioners who are interested to apply DSMIP in the implementation of learning in the classroom. 1. DSMIP that is produced, expanded testing has not been made and implemented widely in schools, especially at the Vocational High School VHS. Therefore, to determine the effectiveness DSMIP, it is recommended to teachers and other researchers to conduct testing and implement DSMIP expanded on a wider scope in schools, especially in VHS. Thus, the results of research related to DSMIP can be used as a reference for developing students metacognition 2. For vocational high school teachers who wish to apply DSMIP on other materials, can develop their own instructional package that needed by considering the relationship of metacognition aspect and the characteristics of the subject matter that will be developed. 3. Teachers who seek to improve the mastery concepts and students ability to solve problems, and increase student interest in learning, the implementation of DSMIP can be used as an alternative answer to these problems. .REFERENCES [1] Billett, Stephen. 1994. Authenticity in workplace learning settings. In J. C. Stevenson Ed Cognition at work:the development of vocational expertise. pp. 36-75 Adelaide: NCVER. Diambil tanggal 19 Desember 2008 dari http:www98. griffith.edu.au spacebitstream10072114441 NCVER.CHP.pdf. [2] Depdiknas. 2003. Undang-Undang RI No. 20 Tahun 2003 Tentang Sisdiknas. Diambil tanggal 4 Mei 2008, dari http:www.dikna. org. [3] Dick, Walter Carey, Lou., Carey, James O. 2005. The systematic design of instruction 7 th ed. New York: Longman. [4] Eggen, P. D. D. P. Kauchak. 2006. Strategies for teachers: Teaching content and thinking skills. Boston: Allyn Bacon. [5] Joyce, B., Weil, M., Calhoun, E. 2004. s of teaching 7th ed.. Boston: Pearson Education, Inc. [6] Nieveen, Nienke.1999. Prototyping to reach product quality. In Jan Van den Akker, R.M. Branch, K. Gustafson, N. Nieveen Tj. Plomp Eds. Design Approaches and Tools in Education and Training pp 125 – 135 Kluwer Academic Publishers, Dordrecht, the Nederlands. [7] Pardjono, dkk. 2003. Pendidikan kejuruan dengan kurikulum berbasis kompetensi berorientasi kecakapan hidup. Makalah disampaikan dalam Lokakarya Pembelajaran dengan KBK Berorientasi Kecakapan Hidup. Tanggal 29 dan 30 April 2003 di FT-UNY. [8] Plomp, T. 1997. Educational and training system design. Enschede. The Netherlands: University of Twente. [9] Qiuye, Sun. Yue, Qiu. Chengdong, Wu and Yanbo, Dong. 2008. The application of iterative metacognitive theory in electrical engineering experiment teaching. Diambil tanggal 2 Agustus 2009, dari http:www2.computer.org portalwebcsdldoi 10.1109ETCS.2009.600. [10] Samsudi. 2008. Daya Serap Lulusan SMK Masih Rendah. Diambil tanggal 4 Desember 2008 dari http:pendidikan.netmod.php?mod=publisherop =viewarticlecid=46artid=1135. [11] Waras Kamdi. 2008. Project-based learning: pendekatan pembelajaran inovatif. Diambil tanggal 10 Desember 2008, dari http:www.snapdrive.netfiles 571708PBL-TEORETIK-TARAKAN.doc. 157