The Effect of Guided Inquiry Learning in Improving Metacognitive Skill of Elementary School Students

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dc.contributor.author Hastuti, Intan Dwi
dc.contributor.author Surahmat
dc.contributor.author Sutarto
dc.contributor.author Dafik
dc.date.accessioned 2021-11-03T02:35:34Z
dc.date.available 2021-11-03T02:35:34Z
dc.date.issued 2020-07-19
dc.identifier.issn 1308-1470
dc.identifier.uri https://doi.org/10.29333/iji.2020.13420a
dc.identifier.uri http://repository.unisma.ac.id/handle/123456789/2291
dc.description [ARCHIVES] Copyright Article from : International Journal of Instruction en_US
dc.description.abstract This study aimed to analyse the effect of guided inquiry learning in improving metacognitive skill of elementary school students in fractional materials. This type of research was a mixed of quantitative and qualitative methods. The subjects of this study consisted of 55 fifth grade students. Two learning models – the guided inquiry learning and conventional learning – were compared. The students' metacognitive skills were measured through fractional material problem solving tests. The quantitative data analysis used descriptive and inferential statistical tests, while the qualitative data were collected through unstructured interviews. Based on the data analysis, it was found that the sig (2-tailed) t-test from the independent post-test t-test was 0.00 (p = <0.05), indicating that there was significant difference. This shows that the students’ metacognitive skill of the two classes were different in solving fraction problems after the application of guided inquiry. Thus, it can be concluded that there is a significant influence on the application of guided inquiry learning in improving students' metacognitive skill in solving fraction problems. en_US
dc.language.iso en en_US
dc.publisher International Journal of Instruction en_US
dc.relation.ispartofseries International Journal of Instruction;October 2020, Vol.13, No.4, pp. 315-330
dc.subject Guided Inquiry en_US
dc.subject Metacognitive Skill en_US
dc.subject Elementary School en_US
dc.subject Fraction en_US
dc.subject Guided Inquiry Learning en_US
dc.subject Elementary School Students en_US
dc.title The Effect of Guided Inquiry Learning in Improving Metacognitive Skill of Elementary School Students en_US
dc.type Article en_US


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