Effect of inquiry science learning on students’ metacognitive skill (original) (raw)
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Encouraging students' metacognitive skills through inquiry learning
Inornatus: Biology Education Journal
This study's purpose of find the inquiry-based learning effect on the metacognitive skills of high school students. This study uses a quasi-experimental method with a pre-test and post-test design. The sample size is 65 science students at a high school in Manokwari. Data analysis using the Mann Whitney test. The results showed Sig 0.00 <0.05, which means differences in metacognitive skills in the experimental and control groups. It can be concluded that there is an effect of inquiry-based learning on students' metacognitive skills.
Potential of Inquiry-Based Learning to Train Student's Metacognitive and Science Process Skill
Jurnal Ilmiah Peuradeun
The learning process in high schools in West Papua tends to focus on students’ cognitive enhancement and ignore the aspect skill. School is the frontline to develop students’ skills. Metacognitive and process skills are the two skills needed by the students, and both should be trained and developed. These two skills help students to implement an investigation process in which the investigation process can be well utilized using inquiry-based learning. This study aims to find out the differences in metacognitive and process skills between students treated with inquiry-based learning and those who are taught using conventional learning. This experimental study was carried out at Grade X of senior high school students of SMA Negeri 1 Manokwari. The result reveals a significant metacognitive skill of 0.000 < α 0.05, and science process skill of 0.001 < α 0.05 of students who were taught using the inquiry-based learning more than those who were taught using the conventional learnin...
The Effect of the Inquiry Learning Model on Students’ Metacognition Awareness
Lensa: Jurnal Kependidikan Fisika
This study aims to determine the effect of inquiry learning models on the students’ metacognition awareness in senior high school. Metacognition awareness in this study consists of eight components, namely (1) declarative knowledge, (2) procedural knowledge, (3) conditional knowledge, (4) planning, (5) information management system, (6) monitoring, (7) evaluation, and (8) debugging. This research is a quasi-experimental research with one group pretest-posttest design. The sample in this study were 25 students of science in Madrasah Aliyah Negeri 3 Lombok Tengah chosen using the saturated sample technique. Metacognition Awerness Inventory (MAI) is used to collect metacognition awareness data of students who are analyzed using paired t-test and Wilcoxon test samples. The results showed that students' metacognition awareness for all indicators was stated to increase (p <0.05) after learning using inquiry learning models. Based on these results, it can be concluded that the inqui...
The Effect of Guided Inquiry Learning Model to the Metacognitive Ability of Primary School Students
2020
This study aimed at analyzing the effect of guided inquiry learning to the metacognitive ability of primary school students on the material of Least Common Multiple ( KPK) and Greatest Common Divisor ( FPB) . The type of study was a mixed-method using quantitative and qualitative methods. There were 55 students of 4 th grade used as the subjects of study. Two learning models were compared, namely guided inquiry learning model and conventional learning model. The students’ metacognitive ability was measured by means of problem-solving test on the material of Least Common Multiple ( KPK) and Greatest Common Divisor ( FPB) . The quantitative analysis data used descriptive and inferential statistical tests. According to the results of data analysis, it was discovered that the t-test of sig (2-tailed) from the independent samples t-test of post-test was 0,00 (p = <0,05); this indicated that there was a significant difference on it. This showed that there was a difference of students’ ...
To identify the effect of the combination of guided inquiry with sorogan traditional model in students metacognitive performance, in natural science subjects, mainly in madrasah tsanawiyah school. a total of 20 students in grade 7 B, in Madrasah Tsanawiyah Negeri 11 Jember, Indonesia, participated in this study. The research design applied for this study was a One Group with Pre-Test and Post-Test research design, in the two sessions of the class, with a different subject matter for each class session. The Metacognitive Awareness Inventory (MAI) was used to assess the students metacognitive performance, and One Sample Kolmogorov-Smirnov test with Paired Sample T-test in SPSS 17.0 were used to analyze data in this study. The result showed a significant effect of the combination model in students metacognitive performance. The analysis revealed that there was a statistically significant difference between pre-test values and post-test values, after the combination model implemented. Hence, the combination of guided inquiry with sorogan traditional model potentially effective to enhance students metacognitive performance, particularly in natural science subjects, in Madrasah tsanawiyah school.
International Journal of Scientific & Technology Research, 2020
This study aims to reports the results of collaborative based inquiry learning models development in elementary school students. The learning design is planned and adjusted to elementary school learning needs. The description of this study includes the result of evaluation from the experts, teacher and student assessments, as well as the assessment result of applying the developed learning model. The results of this development research show that; first, the collaborative based inquiry learning effectiveness testing is feasible from the experts‘ perspective; second, the collaborative based inquiry learning model effectiveness testing is feasible from the users‘ perspective; third, the collaborative based inquiry learning model effectiveness testing can improve the metacognitive abilities of students at SDN 1 Sandik, SDN 13 Ampenan, and SDN 43 Ampenan, and SDN 2 Sandik in West Nusa Tenggara Province. Overall, it can be concluded that the collaborative based inquiry learning model is ...
Journal of Physics: Conference Series
Thinking skill based on SOLO (Structure of Observed Learning Outcomes) taxonomy and metacognitive are two variables on which many researches start to be conducted throughout the world and in Indonesia. That there is no investigation to study the contribution of metacognitive towards thinking skill base on SOLO taxonomy. This research aimed to examine the contribution of metacognitive toward students’ thinking skill based on SOLO taxonomy through inquiry-based learning implementation. This research was correlational research which connects an independent variable (Metacognitive) and a dependent variable (thinking skill). This research takes 104 students of XIMIA grade of SMA Negeri 01 Manokwari as its participants. The collected data were evaluated used rubric of metacognitive and thinking skill and analyzed by employing simple regression method. The results showed that P < 0.05, indicating that metacognitive contributes towards students’ thinking skill based on SOLO taxonomy for ...