The Improvement of students’ metacognition skills on natural science education using guided inquiry models

Abstract

This research aimed to find out the effectiveness of guided inquiry learning toward student metacognition skill, the level of metacognition skill, learning implementation and student response in science learning. The research was kind of pre-experimental research and using one pretest and postest group design. The population used student VII class of Junior High School 1 of Labang with sample on VII class. The data analysis technique used the Wilcoxon Non-Parametric test because the data were not normally distributed. The research instrument used a Metacognition Awareness Inventory (MAI) questionnaire. There was an influence of guided inquiry learning toward student metacognition skill by the signification level of MSI questionnaire was 0.006. Based on the level of significance of the data, it showed that learning using a guided inquiry model could improve students’ metacognition skills. There are three types of distribution of metacognition skills. The level of metacognition skill analysis was obtained from MAI questionnaire after learning as follows: Planning Skill was very good level, Monitoring Skill very good level and Evaluation Skill good level. The implementation of guided inquiry learning has a very high category. Student responses to the guided inquiry model obtained an average indicates a very interesting category.

Literatur Review : Kesadaran Metakognisi Menggunakan Model Pembelajaran Guided Inquiry Di Indonesia

“…Perkembangan proses pembelajaran tentu tidak lepas dari sejumlah penelitian yang telah berkontribusi memberikan banyak diskusi tentang mempertahankan peningkatan kualitas belajar siswa (Amiruddin et al 2021;Mulyadi 2022). Kurangnya pemberdayaan dalam proses berpikir siswa terutama metakognisi, dapat disebabkan oleh karena sebagian besar persepsi pembelajaran menerapkan metode ceramah satu arah (Azizah et al 2021), belajar hanya mengerjakan latihan soal-soal (Huda et al 2021), hampir tidak ada pratikum yang dapat membantu proses berpikir siswa (Asy'ari, Ikhsan, and Muhali 2019), dan guru cenderung tidak berminat menggunakan model serta metode pembelajaran yang dapat mengembangkan metakognisi siswa dalam belajar (Siswono 2014). Hal tersebut menyebabkan siswa tidak biasa menyusun rencana belajar sehingga tidak mempunyai rencana belajar yang baik (Asy'ari et al 2019;Pramusinta et al 2019;Suwono, Susanti, and Lestari 2017).…”

Development of E-Assessment Instruments for Assessing Metacognition Skills of Students in The Research Methodology Course

“…Furthermore, metacognition skills exhibit a robust correlation with students' critical thinking abilities (Diella & Ardiansyah, 2017). Hence, it is imperative to prioritize the development and enhancement of students' metacognitive skills (Huda et al, 2021).…”