Vol. 6 (01) pp. 1544-1548 DOI: 10.21474/IJAR01/6387

THE COMBINATION OF GUIDED INQUIRY WITHSOROGAN TRADITIONAL MODEL AND THEIR COMBINATION EFFECTIVITY IN STUDENTS METACOGNITIVE PERFORMANCE

, and
  • University of Jember, Jember, Indonesia.
43 Downloads 119 Views
Crossref

Download Full Paper (PDF)

Abstract

To identify the effect of the combination of guided inquiry with sorogan traditional model in students metacognitive performance, in natural science subjects, mainly in madrasah tsanawiyah school. a total of 20 students in grade 7 B, in Madrasah Tsanawiyah Negeri 11 Jember, Indonesia, participated in this study. The research design applied for this study was a One Group with Pre-Test and Post-Test research design, in the two sessions of the class, with a different subject matter for each class session. The Metacognitive Awareness Inventory (MAI) was used to assess the students metacognitive performance, and One Sample Kolmogorov-Smirnov test with Paired Sample T-test in SPSS 17.0 were used to analyze data in this study. The result showed a significant effect of the combination model in students metacognitive performance. The analysis revealed that there was a statistically significant difference between pre-test values and post-test values, after the combination model implemented. Hence, the combination of guided inquiry with sorogan traditional model potentially effective to enhance students metacognitive performance, particularly in natural science subjects, in Madrasah tsanawiyah school.

Keywords

Article Analytics

References

  1. Adey, P., & Shayer, M. 1993. an Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. Cogn Instr. 11. 1-29.
  2. Beishuizen, J., Wilhelm, P., & Schimmel, M. 2004. Computer-Supported Inquiry Learning: Effects of training and practice. Computers & Education. 42. 389-402.
  3. Brown, A.L. 1978 Knowing When, Where, and How to Remember: a Problem of Metacognition. Advances in Instructional Psychology. 1. 77-165.
  4. Brown, A.L. 1987. Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanism. In F. Weinert & R. Kluwe (Eds.), Handbook of ChildPsychology: 3. Cognitive Development. 263-340. New York: Wiley
  5. Dedic, Z.R. 2014. Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment. Psychological Topics. 23(1). 115-141.
  6. Fitzgerald, L. (2011). Does Guided Inquiry Enhance Learning and Metacognition?. School of Information Studies. Faculty of Education. Charles Sturt University.
  7. Flavell, J.H. 1979. Metacognition and Cognitive Monitoring: a New Area of Cognitive-Developmental Inquiry. American Psychologist. 34. 906-911.
  8. Georghiades, G. 2000. Beyond Conceptual Change Learning in Science Education: Focus on Transfer, Durability, and Metacognition. Educ Res. 42. 119-139.
  9. Harada, V.H. 2002. Personalizing the Information Search Process: a Case Study of Journal Writing with Elementary-Age Students in School Library Media Research. 5.
  10. Hebrank, M. 2000. Why Inquiry-Based Teaching and Learning in the Middle School Science Classroom?. Center for Inquiry-Based Learning Dept. of Biology. Duke University.
  11. Joyce, B. & Weil, M. with Calhoun, E. 2000. Models of Teaching 6th Boston: Allyn and Bacon.
  12. Joyce, B. & Weil, M. with Calhoun, E. 2010. Models of Teaching 6th Edition. Boston: Allyn and Bacon.
  13. Kim, S.U. & Todd, R.J. 2008. The Information Search Process of English Language Learner (ELL) Students in Guided Inquiry Project: an In-Depth Case Study of Two Korean High School Students in the United States in Information Research. 13(4).
  14. Kuhn, D. 2000. Metacognitive Development. Current Directions in Psychological Science. 9(5). 178-181.
  15. Livingston, J.A. 1996. Effects of Metacognitive Instruction on Strategy Use of College Students. Unpublished Manuscript. New York: State University of New York.
  16. Livingston, J.A. 1997. Metacognition: an Overview. New York: State University of New York.
  17. Nickerson, R.S., Perkin, D.N., & Smith, E.E. 1985. The Teaching of Thinking. Hillsdale: NJ Lawrence Erlbaum.
  18. Palincsar, A.M., & Brown, D.A. 1987. Enhancing Instructional Time Through Attention to Metacognition. Journal of Learning Disabilities. 20. 66-75.
  19. Paris, S., Cross, D.R., & Lipson, M.Y. 1984. Informed Strategies for Learning: a Program to Improve Children?s Reading Awareness and Comprehension. Journal of Educational Psychology. 76. 1239-1252.
  20. Piaget, J. 1964. ?Development and Learning?. Journal of Research in Science Teaching, 2:176-186.
  21. Schraw, G. 1994. The Effect of Metacognitive Knowledge on Local and Global Monitoring. Contemporary Educational Psychology. 19. 143-154.
  22. Schraw, G. 1997. The Effect of Generalized Metacognitive Knowledge on Test Performance and Confidence Judgments. The Journal of Studyal Education. 65. 135-146.
  23. Schraw, G., & Dennison, R.S. 1994. Assessing Metacognitive Awareness. Contemporary Educational Psychology. 19. 460-475.
  24. Schraw, G., & Nietfeld, J. 1998. a Further Test of the General Monitoring Skill Hypothesis. Journal of Educational Psychology. 90. 236-248.
  25. Schraw, G., Crippen, K., & Hartley, K. 2006. Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Sci. Edu. 36. 111-139.
  26. Sperling, R.A., Bruce, C.H., & Richard, S. 2004. Metacognition and Self Regulated Learning Constructs. Educational Research and Evaluation. Vol.10. 2. 117-139.
  27. Tan, C. 2012. Islamic Education and Indoctrination: The Case in Indonesia. London: Routledge Publishing Company.
  28. Tanner, K.D. 2012. Promoting Student Metacognition. CBE Life Sci Edu 11(2). 113-120. San Francisco, CA: Department of Biology. San Francisco State University.
  29. Ting, C.Y. 2001. Enhancing Learner?s Conceptual Change in Physics: Toward the Development of Multimedia Cognitive Tools. Malaysia: Faculty of Information Technology Multimedia University Cyberjaya.
  30. Todd, R.J. (2011a). Charting Student Learning Through Inquiry in School Library Monthly. 28(3). 5-8.
  31. Todd, R.J. (2011b). From Literacy to Inquiry: a Holistic Approach to Literacy Development in Selected Australia Schools. IFLA 2012. Puerto Rico.
  32. Trowbridge, L.W., & Bybee, R.W. 1990 Becoming a Secondary School Science Teacher. Melbourne: Merill Publishing Company.
  33. Veenman, M.V.J., & Spaans, M.A. 2005. Relation Between intellectual and Metacognitive Skills: Age and Task Differences. Learning and Individual Differences, 15, 159-176.
  34. Vlassi, M. & Karaliota, A. 2013. The Comparison Between Guided Inquiry and Traditional Teaching Method: a Case Study for the Teaching of the Structure of Matter to 8th grade Greek Students. Procedia-Social and Behaviorial Sciences. 93. 494-497.
  35. White, R.T., & Gunstone, R.F. 1989. Metalearning and Conceptual Change. Int J Sci Educ. 11. 577-586.
  36. 2009. Paving a Clear Path in a Thick Forest: a Conceptual Analysis of a Metacognitive Component. Metacognition Learning. 4. 177-195.

How to Cite This Article

Enki Dani Nugroho, Suratno and Imam Mudakir. (2018); THE COMBINATION OF GUIDED INQUIRY WITHSOROGAN TRADITIONAL MODEL AND THEIR COMBINATION EFFECTIVITY IN STUDENTS METACOGNITIVE PERFORMANCE, Int. J. of Adv. Res., 6 (01), 1544-1548, ISSN 2320-5407. DOI: https://doi.org/10.21474/IJAR01/6387

Corresponding Author

Enki Dani Nugroho
University of Jember
Creative Commons Attribution 4.0 This work is licensed under a Creative Commons Attribution 4.0 International License.