The effect of discovery learning-based worksheet on students' metacognition skill and learning outcomes

Abstract

This research aims to improve metacognition skill and student learning outcomes by applying a discovery-learning-based student worksheet. The research method employed was the pretest-posttest with control group design. Samples of this research were class XI IPA 1 as the class of control and XI IPA 2 as the class of experiment selected using purposive sampling at MAN Banda Aceh. Aspects of metacognition skill assessed consist of planning skill, monitoring skill, and evaluation skills which were measured using a questionnaire of metacognition inventory. Learning outcomes were measured through the pretest and posttest. Data analysis using an independent sample t-test obtained the value of tcount > ttable (7.076 > 1.998) and showed that there is any significant difference in learning outcomes between the experimental and control. The test of N-gain for the experimental group showed the improvement of learning outcome with a score of 0.67 as a medium category, whereas the control group was in the same category with a score of 0.41. Data on the student's metacognition skills were obtained through questionnaires by 82%. The result implies that the application of a discovery-learning worksheet can improve the student's metacognition skills and learning outcomes.