Beyond effective teaching: Enhancing students’ metacognitive skill through guided inquiry

Adnan, Adnan and Bahri, Arsad (2018) Beyond effective teaching: Enhancing students’ metacognitive skill through guided inquiry. Journal of Physics: Conf. Series, 954. pp. 1-5.

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Abstract. This research was quasi experimental with pretest posttes non-equivalent control group design. This research aimed to compare metacognitive skill of students between tought by guided inquiry and traditional teaching. Sample of this research was the students at even semester at the first year, Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Indonesia. The data of students’ metacognitive skill was measured by essay test. The data was analyzed by inferential statistic of ANCOVA test. The result of research showed that there was the effect of teaching model towards metacognitive skill of students. Students were tought by guided inquiry had higher metacognitive skill than tought by traditional teaching. The lecturer can use the guided inquiry model in others courses with considering the course materials and also student characteristics. Keywords: Guided inquiry, learning model, metacognitive skill, biology teaching, effective teaching

Item Type: Article
Subjects: FMIPA > PENDIDIKAN BIOLOGI - (S1)
Divisions: FAKULTAS MIPA
Depositing User: Arsad Bahri
Date Deposited: 10 Dec 2018 14:47
Last Modified: 07 May 2019 07:21
URI: http://eprints.unm.ac.id/id/eprint/11588

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