Guided inquiry assisted by metacognitive questions to improve metacognitive skills and students conceptual understanding of chemistry

Abstract

Abstract Metacognition is an aspect to build students’ understanding of chemistry. A preliminary study conducted at SMAN 4 Banjarmasin showed that students’ metacognitive skills in the learning process is still low. The Guided Inquiry Assisted by Metacognitive Questions (GIAMQ) is an alternative to improve students’ metacognition skills in the learning process. A research on the application of guided inquiry assisted by metacognitive questions on buffer solution learning material has been conducted to: (1) the implementation of teacher activity, (2) increased students activity, (3) enhancement of metacognitive skills and students conceptual understanding; (4) students response to learning. This study implemented an action research model, consisted of several stages: planning, action, observation, and reflection. The subjects of the research were students in class XI MIA 4 SMA Negeri 4 Banjarmasin with a total of 35 students. Research instruments in the form of test instruments and questionnaires. Data were analyzed using quantitative analysis techniques and qualitative analysis. The results showed that (1) teachers ability to implement GIAMQ were improved, from good enough to good category, (2) students activity during GIAMQ were improved, from active enough category to active, (3) students metacognitive skills were improved from began to develop category in cycle I to already well-developed category in cycle II, (4) conceptual understanding increased from 74.69% to 79.80%, (5) students response during in learning were categorized as good. Researchers concluded that implementation of GIAMQ can improve metacognition skills, conceptual understanding, activity, and students.