The Effect of the Inquiry Learning Model on Students’ Metacognition Awareness

Authors

  • Samsun Hidayat Program Studi Pendidikan Fisika, FPMIPA Universitas Pendidikan Mandalika, Indonesia
  • Muhammad Asy'ari Program Studi Pendidikan Fisika, FPMIPA Universitas Pendidikan Mandalika, Indonesia
  • Muhali Muhali Program Studi Pendidikan Kimia, FPMIPA Universitas Pendidikan Mandalika, Indonesia
  • Roniati Sukaisih Madrasah Aliyah Negeri 3 Lombok Tengah, Indonesia

DOI:

https://doi.org/10.33394/j-lkf.v7i2.2049

Keywords:

Learning model, Inquiry, Metacognition awareness

Abstract

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 inquiry learning model influences the metacognition awareness of secondary school students.

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Published

2019-12-31

How to Cite

Hidayat, S., Asy’ari, M., Muhali, M., & Sukaisih, R. (2019). The Effect of the Inquiry Learning Model on Students’ Metacognition Awareness. Lensa: Jurnal Kependidikan Fisika, 7(2), 31–36. https://doi.org/10.33394/j-lkf.v7i2.2049

Issue

Vol. 7 No. 2: December 2019

Section

Articles

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