Metacognitive skills and student's cognitive learning outcomes with guided inquiry learning model

Abstract

The aim of this research is: (1) to improve metacognitive skills and student's cognitive learning outcomes through an inquiry learning model; and (2) to find out the relationship between metacognitive skills and cognitive learning outcomes. The type of research is Classroom Action Research (CAR) based on lesson study. This research was conducted in two cycles. Basic competition 3.7 about human digestive system for the first cycle and 3.8 about human respiratory system for the second cycle. The subject of this study are 33 students of grade 11th in science major 1 Senior High School 2 Malang at 2nd academic year 2019/2020. Data collection techniques using essay test (pretest and posttest) for been increase the N-gain value study metacognitive skills (18,58%) and students’ cognitive learning outcomes (34,49%). After the correlation analysis was carried out, there was a relationship between metacognitive skills and cognitive learning outcomes with a regression coefficient (r) of 0.668. The degree of relationship between metacognitive skills and cognitive learning outcomes is strong. This study concludes that there is an increase in both metacognitive skills and cognitive learning outcomes of students who were taught using guided inquiry learning models and there is a strong positive relationship between metacognitive skills and cognitive learning outcomes.