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.