This study presents i-SMART learning model (Identifying and representing problems, Selecting strategies and plans, Making solutions with monitoring strategies used, Analyzing and evaluating, Reflecting, and Transferring). I-SMART effectiveness in improving students‘ metacognitive skills and conceptual understanding is analysed. The application of i-SMART learning model in metacognitive activities made concepts easier for students to learn, therefore made it positively responded by students.

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Abstract-The main problem in treatment peat water is related to its specific characteristics, such as low pH (3-4), high organic content, high Fe and Mn content, and dark brown or black water. The objectives of this research are: (1) to determine the potency and effectiveness of chitin as an adsorbent in black water treatment process using column system, and (2) to know the desorption capability of dilute acid toward the Fe and Mn cations that adsorbed in chitin column. The results showed that chitin was successfully isolated from shrimp waste by hydrolysis reaction (including three steps namely deproteination, decalcification, and decolorizing). Chitin column system is effective enough to be used as an adsorbent black water. Active sites of chitin (acetamide and hydroxyl) have the ability to adsorb metals contained in the black water of eco-friendly land. The maximum ability of chitin in black water treatment happened at 30 cm display column and 6 drops/min for flow rate. In this maximum condition, chitin column ability reduces Fe, Mn, dissolved solids, BOD, COD, pH, temperature, and color respectively as much as 86.69%, 91.80%, 98.67%, up to 275%, below 99%, neutral pH range, normal air temperature, and colorless. Thus, chitin can be utilized to treat black water until it is suitable to drink. People knowledge about chitin potency as the adsorbent in black water can transform the habit of people around black water environment in using black water. Black water will be used by people around peatland environment after the treatment by chitin as a tool to the black water treatment process.

Metacognition is an aspect to build students’ understanding of chemistry. A preliminary study conducted at SMAN 4 Banjarmasin showed that students’ metacognitive skills in the learning process is still low. The Guided Inquiry Assisted by Metacognitive Questions (GIAMQ) is an alternative to improve students’ metacognition skills in the learning process. A research on the application of guided inquiry assisted by metacognitive questions on buffer solution learning material has been conducted to: (1) the implementation of teacher activity, (2) increased students activity, (3) enhancement of metacognitive skills and students conceptual understanding; (4) students response to learning. This study implemented an action research model, consisted of several stages: planning, action, observation, and reflection. The subjects of the research were students in class XI MIA 4 SMA Negeri 4 Banjarmasin with a total of 35 students. Research instruments in the form of test instruments and questionnaires. Data were analyzed using quantitative analysis techniques and qualitative analysis. The results showed that (1) teachers ability to implement GIAMQ were improved, from good enough to good category, (2) students activity during GIAMQ were improved, from active enough category to active, (3) students metacognitive skills were improved from began to develop category in cycle I to already well-developed category in cycle II, (4) conceptual understanding increased from 74.69% to 79.80%, (5) students response during in learning were categorized as good. Researchers concluded that implementation of GIAMQ can improve metacognition skills, conceptual understanding, activity, and students.