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All Journal Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Jurnal Pijar MIPA Soshum: Jurnal Sosial dan Humaniora
Anindita SHM Kusuma
Universitas Mataram
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengaruh Strategi Pembelajaran Guided Inquiry Terhadap Keterampilan Metakognitif dan Berpikir Kritis Mahasiswa Pada Perkuliahan Pendidikan IPA SD Anindita SHM Kusuma; Ahmad Busyairi
Journal of Classroom Action Research Vol. 5 No. SpecialIssue (2023): Mei
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v5iSpecialIssue.3835

Abstract

Students' metacognitive skills and critical thinking ability in Elementary Science Education lectures are still low, one of which is caused by conventional learning strategies that still dominate on lectures. The aim of this study was to determine the effect of the guided-inquiry learning strategy on the metacognitive skills and critical thinking ability of students in elementary science education courses. The research method uses quasi-experimental quantitative research, a nonequivalent control group design. The research population was PGSD Undergraduate Study Program students who were taking Elementary Science Education lectures. Based on the results of the study it can be concluded that there is an influence of guided-inquiry learning strategies on students' metacognitive skills and critical thinking ability. The corrected average for the metacognitive skills of the experimental class was 79.998, which was higher than the corrected average for the control class, which was 77.003. This shows that the metacognitive skills of students who are taught using the guided-inquiry strategy are higher than the metacognitive skills of students who are taught using conventional learning strategies. The average corrected critical thinking for the experimental class, which is 80.950, is higher than the corrected average for the control class, which is 78.105. This shows that the critical thinking ability of students who are taught using the guided-inquiry strategy are higher than the critical thinking ability of students who are taught using conventional learning strategies
Relationship between metacognitive skills and critical thinking in elementary science lectures through guided inquiry model Anindita SHM Kusuma; Ahmad Busyairi
Jurnal Pijar Mipa Vol. 18 No. 5 (2023): September 2023
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v18i5.5225

Abstract

Learning science helps one develop understanding and thinking habits and allows students to master many life skills. Science learning emphasizes empowering high-level thinking skills such as metacognitive and critical thinking. This study aimed to determine the relationship between metacognitive skills and critical thinking using a guided inquiry strategy in elementary science education lectures. The study results show a relationship between metacognitive skills and students' critical thinking in Elementary Science Education lectures in learning using the guided inquiry strategy. The value of the correlation coefficient (r) of students' metacognitive skills with critical thinking in Elementary Science Education lectures is 0.859 (very high). The direction of the relationship between metacognitive skills and critical thinking is a positive relationship. The coefficient of determination (r2) is 0.737, so it can be explained that the variability of students' critical thinking values is determined by 73.3% of metacognitive skills. The regression significance value proves that the regression line equation can be used for prediction. The equation of the regression line for the relationship between metacognitive skills and students' critical thinking in Elementary Science Education lectures using the guided inquiry strategy is Y ̂=0.960+0.863X.
Co-Authors Ahmad Busyairi, Ahmad Darmiany Deni Sutisna Deni Sutisna Khairun Nisa Khairunisa Khairunisa Mega P Sari Mega Puspita Sari Nasaruddin Nasaruddin Nurhasanah Nurhasanah Nurmawanti, Iva Nurwahidah Nurwahidah Zulhan Widya Baskara