The influence of inquiry learning model using PhET and learning motivation on metacognition of class XI high school students

Abstract

This study aimed to determine the effect of inquiry learning models and learning motivation on students' metacognition. The study used the quasi-experimental research method with the 2x2 treatment by level model. The subjects of this study were high school students in Grade 11. The samples were divided into two groups; one group learned through the open inquiry learning model while the other group learned through the guided inquiry learning model. Both groups were then given a learning motivation test to divide students into categories of students who had high learning motivation and students who had low learning motivation. The research showed that the metacognition of students who learned through the open inquiry learning models was lower than those who learned through the guided inquiry learning models. Also, the metacognition of students who had high learning motivation was greater than students who had low motivation. The results of the hypothesis test indicated that there is a significant difference in metacognition between students who learned through the open inquiry learning model and students who learned through the guided inquiry learning model, and there is a significant interaction effect between learning models and learning motivation on students' metacognition.