Article Sidebar

Submitted
December 9, 2020
Accepted
May 22, 2021
Published
May 22, 2021
Download
PDF
Statistic
Read Counter : 663 Download : 602

Main Article Content

Abstract

The development of the educational paradigm in the 21st century emphasizes learning oriented to higher-order thinking skills, one of them is metacognitive skills. This study aims to improve the metacognitive skills of students through a guided inquiry learning model based on blended learning in reaction rate material. The research design used is One-Group Pretest-Posttest Design. The research was conducted in class XI MIPA 5 SMAN 2 Pamekasan. The data were obtained using the observation sheet instrument for the implementation of the learning model, the activities of the students, and the metacognitive skills test sheet. Data analysis was performed using the percentage, mean, n-gain, and paired t-test techniques. The results showed that 1) Guided inquiry learning model based on blended learning is carried out well with an average percentage of phase 1 of 94.88%, phase 2 of 100%, phase 3 of 97.92%, phase 4 of 98.44% and phase 5 of 96.88%, 2) The percentage of students' activities who are actively involved and relevant to guided inquiry learning model based on blended learning is 87.41%, 3) The metacognitive skills of students have increased in terms of the n-gain range, namely 0.53 - 0.62 with the medium category, dan 4) there is a significant difference in the results of metacognitive skills between before and after being given a guided inquiry learning model based on blended learning. The results showed that the guided inquiry learning model based on blended learning was effective in improving students' metacognitive skills

Article Details

License

Author retain copyright and grant the journal right of first publication with the simultaneously licenced under A Creative Commons Attribution (CC-By-SA) 4.0 License that allows others to share the work with an acknowledgment of the worsk's authorship and initial publication in this journal.

Author Biographies

Ulfa Nur Afifah, Universitas Negeri Surabaya

Department : Chemistry Department, Faculty of Mathematics and Science

Mobile Number : 085933736112

Utiya Azizah, Universitas Negeri Surabaya

Department : Chemistry Department, Faculty of Mathematics and Science

academic title : Dra. Utiya Azizah, M.Pd

Mobile Number : 081330659134

How to Cite
Afifah, U. N., & Azizah, U. (2021). Implementation of Guided Inquiry Based on Blended Learning to Improve Students’ Metacognitive Skills in Reaction Rate. IJCER (International Journal of Chemistry Education Research), 5(1), 1–11. https://doi.org/10.20885/ijcer.vol5.iss1.art1
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Thomas, G.P. (2012). Metacognition in science education: Past, present, and future considerations. In G.J. Fraser, K. G. Tobin, C. J. McRobbie (Eds.) Second international handbook of science educations, (pp. 131-144). New York: Springer.
  2. Husamah and Setyaningrum, Y. Desain Pembelajaran Berbasis Pencapaian Kompetensi. (Prestasi Pustaka Karya, Jakarta, 2013).
  3. Mahdavi, M. International Journal of Multidisciplinary and Current Research. 2, 529-535 (2014).
  4. Livingstone, J. Metacognition: An Overview. Eric Clearinghouse on Assessment and Evaluation. 8 (2003)
  5. Flavell, J. Metacognition and Cognitive Monitoring American Psychological Association. (Inc:Standford university, San Francisco, 1979).
  6. Howard, J. B. Metacognitive Inquiry. (NC: Elon University School of Education, Greensboro, 2004).
  7. Kemendikbud. Permendikbud Nomor 22 Tahun 2016 Tentang Standar Proses Pendidikan Dasar dan Menengah. (Mendikbud, Jakarta, 2016).
  8. Putri. D, Syamsuri. I, Tenzer.A. Jurnal Pendidikan Biologi. 6,29-37 (2014).
  9. Huda. T and Rohyami Y. International Journal of Chemistry Education Research. 1 (1) 32-29 (2017)
  10. Sitorus. H, Hasruddin, Edi. S. International Journal of Humanities Social Sciences and Education (IJHSSE). 4 (11) 176-185 (2017).
  11. Joyce, et.al. Models of Teaching. (Education Company, USA, 2009).
  12. Gafur, A. Pemanfaatan Teknologi Informasi Dan Komunikasi (ICT) Dalam Pengembangan Pembelajaran. (UNY Press, Yogyakarta, 2010)
  13. Wijanayu. A, Wahyu. H, Wiwi. L. Journal Primary Education. 7 (1) 149-155 (2018).
  14. Sugiono. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. (Alfabeta, Bandung, 2015).
  15. Arifin. Metode Penelitian Kualitatif, Kuantitatif, dan R & D. (Alfabeta, Bandung, 2011).
  16. Hake, R. Analyzing Change/Gain Scores. (Dept. of Physics: Indiana University, Woodland Hills, 1999)
  17. Setiawan. T and Aden. Jurnal Pembelajaran Matematika Inovatif. 3(5) 493-506 (2020)
  18. Sulistianingrum. F, Sutrisno, Su’aidy. M. Jurnal Pembelajaran Kimia. 2, 31-40 (2017)
  19. S.K.F. Mu’minin and U. Azizah, UNESA Journal of Chemical Education. 3, 2, 67-74 (2014).
  20. Dahar, R.W. Teori-Teori Belajar dan Pembelajaran. (Erlangga, Jakarta, 2011).
  21. Arend, R.I. Learning to Teach. (Greenwood Inc, USA, 2012).
  22. Yahya. M, Ningsih. K, Yokhebed. Jurnal Untan. 1-12
  23. U. Azizah and H. Nasrudin. Journal of Physics: Conference Series. 953 (1) 012199 (2018).
  24. Panjaitan. M, Manalu. A, Sinaga. R. Jurnal Ilmiah Simantek. 4 (2) 12-21 (2020)