Maulida Fitriana , 4301410065 (2014) PENGGUNAAN STRATEGI PEMBELAJARAN INKUIRI PADA MATERI KELARUTAN DAN HASIL KALI KELARUTAN UNTUK MENINGKATKAN METAKOGNISI SISWA SMA. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Learning patterns that are applied during this time still dominated teaching paradigm (teacher-centered) is not a paradigm of learning (students-centered). Teachers are more active in learning activities as the giver of knowledge for students. As a result students have much knowledge but are not trained to find knowledge and concepts that are owned. These problems could hinder the development of thinking skills to construct knowledge. Learning oriented on the development of thinking skills can be an alternative for repair thinking ability of students in understanding the concept of chemistry. One of the efforts to build the students' thinking ability may be made with the development of metacognition. Metacognition has an important role in regulating and controlling one's cognitive processes in learning and thinking, so that learning and thinking is done by someone to be more effective and efficient. The objective of this study is to find out the improvement of the students’ metacognition by using the inquiry learning method on the water-soluble substance and the result of its product in SMAN 1 Donorojo. This study is an experimental research and the design was pretest-posttest group design. Object of this study is eleventh grade students of science program. The selection of the sample was by using cluster random sampling because the populations of this study were normal and homogenous. The result of this study showed that the mean score of post-test in the experiment group (75.15) was higher than that of the control group (72.42). The results of the analysis of N-gain in experiment group showed an increase of students’ metacognition 0.68 between before and after the use of inquiry learning method. While the results of the analysis of N-gain in the control group shows an improvement of students’ metacognition 0.62 between before and after the use of conventional method. In the hypothesis result, tarithmetic (1.65) was lower than that of the tcritic (1.66). The result indicated that the mean score of cognitive aspect of the experiment group was the same as the control one. Based on the result of this study, it can be concluded that basically, both the inquiry learning method and the conventional method can improve the students’ metacognition.

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