Abstract:
This study aims to describe the inquiry
learning interaction patterns on data collection and data
presentation in terms of metacognitive activities.
Interaction in inquiry learning allows children to help one
another and learn from one another in constructing
mathematical knowledge. Researchers observed the
learning process of the fifth-grader at SDN 13 Ampenan
Mataram, West Nusa Tenggara. This research is
descriptive qualitative research. The subjects in this study
consisted of 30 fifth graders involved in small groups of
classrooms learning and interaction. Data collection is
done through classroom observation and the entire learning
process recordings. The researcher also made field notes
during the learning process. The results of the analysis
show that there are three interaction patterns formed. There
are 1) interaction patterns between students and teachers, 2)
interaction patterns among students and learning resources,
3) interaction patterns among students, teachers, and
learning resources. The interaction pattern between
students and teacher occurred dominantly at the orientation
and conclusion stages. The interaction pattern between
students and students and learning resources
predominantly occurs at the stage of problem-solving. The
interaction pattern between students and students, teachers,
and learning sources were more dominant in the stages of
preparing hypotheses, data collection, and data analysis.
Through inquiry learning, students are able to construct
their own knowledge better through meaningful learning
where they are fully involved in observing and measuring
activities with their friends in a group. In-group inquiry
learning also encourages the emergence of students'
metacognitive activities.
