The Effect of Guided Inquiry Learning Model to the Metacognitive Ability of Primary School Students

Intan Dwi Hastuti,Yuni Mariyati,S Sutarto,Chairun Nasirin

doi:10.33394/j-ps.v8i1.2615

Abstract

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 4th 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’ metacognitive ability for both classes in solving the problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB) after the guided inquiry learning was implemented. Consequently, it can be concluded that there is a significant effect on the implementation of guided inquiry learning model to improve the students’ metacognitive ability in solving the material problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB).

Highlights

Students’ metacognitive ability is one of indicators which determines the achievement of learning objectives
Quantitative method was used to analyze the data taken from the metacognitive ability test of primary school students after being implemented using guided inquiry learning
The independent sample t-test was used to test the effectiveness of guided inquiry learning between the experimental and control classes

Summary

Introduction

Students’ metacognitive ability is one of indicators which determines the achievement of learning objectives. The involvement of metacognitive ability becomes one of important components on the learning activities since it can encourage high level of thinking ability (Kuzle, 2013; Biryukov, 2014; Wismath, Orr, & Good, 2014). Metacognition is one part of high level of thinking ability which covers up understanding, analysis, and control of cognitive process (Dorr & Perels, 2019; Flavell, Miller, & Miller, 2002). Metacognition can be defined as an ability to think what has been thought that covers up three activities i.e. awareness, regulation and evaluation (Hastuti, Nusantara, Subanji, & Susanto, 2016). Metacognition involvement can help the students to solve problems since it can regulate the students' mental processes more effectively (Kim, Park, Moore, & Varma, 2013).

Objectives

Methods

Results

Conclusion