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UNDIKMAUNDIKMA

Journal Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP MataramPrisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Abstract

This study aimed at analyzing the effect of guided inquiry learning to the metacognitive ability of primary school students on the material of Least Common Multiple (KPK) and Greatest Common Divisor (FPB). The type of study was a mixed-method using quantitative and qualitative methods. There were 55 students of 4th grade used as the subjects of study. Two learning models were compared, namely guided inquiry learning model and conventional learning model. The students metacognitive ability was measured by means of problem-solving test on the material of Least Common Multiple (KPK) and Greatest Common Divisor (FPB). The quantitative analysis data used descriptive and inferential statistical tests. According to the results of data analysis, it was discovered that the t-test of sig (2-tailed) from the independent samples t-test of post-test was 0,00 (p = <0,05); this indicated that there was a significant difference on it. This showed that there was a difference of students metacognitive ability for both classes in solving the problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB) after the guided inquiry learning was implemented. Consequently, it can be concluded that there is a significant effect on the implementation of guided inquiry learning model to improve the students metacognitive ability in solving the material problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB).

Conclusion

The results of the data analysis and findings indicate that guided inquiry learning can improve students metacognitive abilities compared to conventional methods.Each stage of inquiry learning encourages students metacognitive activities, particularly during group discussions.This study concludes that the implementation of a guided inquiry learning model significantly enhances students metacognitive abilities in solving problems related to Least Common Multiple (KPK) and Greatest Common Divisor (FPB).

Future Research

Penelitian lebih lanjut dapat dilakukan dengan menguji efektivitas model pembelajaran inkuiri terbimbing yang diperkaya dengan teknologi digital, seperti aplikasi atau simulasi interaktif, untuk meningkatkan kemampuan metakognisi siswa. Selain itu, perlu dilakukan penelitian yang mendalam mengenai pengaruh karakteristik individual siswa, seperti gaya belajar dan tingkat motivasi, terhadap efektivitas model inkuiri terbimbing dalam mengembangkan kemampuan metakognisi. Terakhir, penelitian lanjutan dapat difokuskan pada pengembangan instrumen penilaian metakognisi yang lebih valid dan reliabel, serta mampu mengukur berbagai dimensi metakognisi secara komprehensif, sehingga dapat memberikan umpan balik yang lebih akurat kepada guru dan siswa dalam proses pembelajaran. Penelitian-penelitian ini diharapkan dapat memberikan kontribusi signifikan dalam meningkatkan kualitas pembelajaran matematika dan IPA di sekolah dasar, serta mempersiapkan siswa untuk menghadapi tantangan abad ke-21.

References

1. | International Electronic Journal of Elementary Education. view improving abilities important prerequisite... doi.org/10.26822/iejee.2019553341International Electronic Journal of Elementary Education view improving abilities important prerequisite doi 10 26822 iejee 2019553341
2. The Effect of Guided Inquiry Learning Model to the Metacognitive Ability of Primary School Students |... doi.org/10.33394/j-ps.v8i1.2615The Effect of Guided Inquiry Learning Model to the Metacognitive Ability of Primary School Students doi 10 33394 j ps v8i1 2615

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Pages	9
DMCA	Report