Open AccessEffect of inquiry science learning on students’ metacognitive skill
Author(s) -
Tharsiana Lelasari,
Aksamina Maria Yohanita,
Insar Damopolii
Publication year - 2021
Publication title -
journal of research in instructional
Language(s) - English
Resource type - Journals
ISSN - 2776-222X
DOI - 10.30862/jri.v1i1.12
Subject(s) - metacognition , mathematics education , nonprobability sampling , psychology , class (philosophy) , mann–whitney u test , test (biology) , significant difference , sample (material) , sma* , experimental research , control (management) , group (periodic table) , mathematics , computer science , statistics , artificial intelligence , cognition , chemistry , paleontology , population , demography , chromatography , combinatorics , neuroscience , sociology , biology , organic chemistry
This study aims to determine the effect of the inquiry learning model on the metacognitive skills of class XI science students at SMA Negeri 1 Manokwari. This study used a quasi-experimental approach with a non-equivalent control group. This study took samples of two groups, namely the XI MIA 4 group as the experimental group, and the XI MIA 7 group as the control group. Purposive sampling is used in the sample method. The instrument used is a test consisting of 12 questions in the form of a description. The findings show that the average final metacognitive ability of the experimental group is 61.22, while the average of the control group is 46.69. The data analyst used the Mann-Whitney non-parametric test to determine whether there was a difference in metacognitive ability between students using the inquiry model and students using the conventional model. P= 0.012 < 0.05 indicates that there are differences in metacognitive skills between students who use the inquiry model and students who use the conventional model.