Guided Inquiry Assisted Concept Map to Improve Students Metacognition Skills

Abstract

Metacognition is aspect in an effort to build students' understanding of chemistry. Preliminary study conducted at SMAN 1 Banjarmasin showed that only a few students who can evaluate their learning process, so that the ability of students using metacognition in learning process is still low. The guided inquiry assisted concept map with metacognition approach is an alternative to improving students' metacognition skills in learning process. The research was carried out using classroom action research design with two cycle. Each cycle consists of planning, action, observation and reflection stages. The subjects of this study were students of XI Natural Science 5 SMAN 1 Banjarmasin with 36 students. The research data collected using metacognition skills test instrument and non test instrument. Data were analyzed with quantitative descriptive and qualitative analysis. Metacognition skills of students has increased after treatment with guided inquiry assisted concept map. The process of implementation of the action is seen from teacher and student activity. Teacher activity increased from 71, 77 to 87.94. Student activity increased to 87, 4 from beginning at 68, 16. Implementation of quided inqury assisted concept map model with metacognition approach can improve students metacognition skill, student activity and teacher activity.