The Effectiveness of Inquiry-based Learning to Train the Students' Metacognitive Skills Based on Gender Differences

Abstract

In science learning like biology, metacognitive skill needs to be developed. Inquiry-based learning is a learning which may train students' metacognitive skill. This research aimed to: (1) determining the effectiveness of inquiry-based learning in training students' metacognitive skill, and (2) examining the influence of gender difference on the students' metacognitive skills after given the inquiry-based learning. This research used a 4-D research and development model, and one group pre-test and post-test design was applied for the effectiveness trial. The subject of this research was 70 students (35 male and 35 female) of class X Mathematics and Natural Science of Public Senior High School 01 Manokwari, Indonesia. This research employs lesson plan, student worksheet, students' book, expert-validated achievement test and focus group discussion as its instruments. The metacognitive skill data were obtained from metacognitive skill rubric. The data were analyzed using paired sample t-test and independent sample t-test. It was found that inquiry-based learning effectively trains students' metacognitive skill, and there is no significant difference between male students' metacognitive skill with that of female students. Further researches may examine the difference of male and female students' metacognitive skill based on grade, age or personality taught using inquiry-based learning.

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

“…Previous studies on gender differences in self-regulation and metacognition have been generally inconsistent. Jenkins (2018) has reported that male students use more superficial learning tactics as compared to female students, whereas Nunaki et al. (2019) have indicated that female students utilize self-monitoring goal setting and planning as compared to male students.…”

The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

“…This result compromises with the study of Jagals and Van der Walt (2018) which tells us that students who can manage to imagine abstract concepts in their minds have higher metacognition levels. Nunaki, Damopolii, Kandowangko & Nusantari (2019) revealed that students who are taught with inquiry-based learning method were attracted and highly motivated. They concluded that inquiry-based learning method affected metacognition levels positively.…”

The Development of an Inquiry-Based Laboratory Manual for Student of Biology Education

“…al. , 2019), Likewise, the use of an inquiry guide-based practicum guide can also help improve students' thinking skills (Nunaki, Damopolii, Kandowangko, & Nusantari, 2019;Nurussaniah & Nurhayati, 2016;Rahmat & Chanunan, 2018).…”

“…Currently a variety of information sources are very numerous and easy to obtain. It is becoming a major challenge for educators to prepare students to learn and survive in an era where information flow runs very fast and dynamic (Nunaki, Damopolii, Kandowangko, & Nusantari, 2019). Students are expected to have the provision of useful skills to be able to survive in the digital age.…”