Implementation of Guided Inquiry Based on Blended Learning to Improve Student's Metacognitive Skills in Reaction Rate
Perkembangan paradigma pendidikan di abad ke-21 menekankan pada pembelajaran berorientasi keterampilan berfikir tingkat tinggi salah satunya adalah keterampilan metakognitif. Penelitian ini bertujuan untuk meningkatkan keterampilan metakognitif peserta didik pada materi laju reaksi melalui model pembelajaran inkuiri terbimbing berbasis blended learning. Desain penelitian yang digunakan adalah One-Group Pretest-Posttest Design. Penelitian ini dilakukan di kelas XI MIPA 5 SMAN 2 Pamekasan. Data diperoleh dengan instrument lembar pengamatan keterlaksanaan model pembelajaran dan aktivitas peserta didik serta lembar test keterampilan metakognitif. Analisis data dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa 1) model pembelajaran inkuiri terbimbing terlaksana dengan baik dengan rata-rata persentase keterlaksanaan fase 1 sebesar 94.88%, fase 2 sebesar 100%, fase 3 sebesar 97.92%, fase 4 sebesar 98.44% dan fase 5 sebesar 96.88%, 2) Aktivitas siswa yang terlibat aktif dalam pembelajaran dengan model inkuiri terbimbing dengan persentase aktivitas yang relevan 87.41% dan persentase aktivitas yang tidak relevan sebesar 12.59%, serta 3) Keterampilan metakognitif peserta didik mengalami peningkatan ditinjau dari rentang n-gain yakni 0,53 – 0,62 dengan kategori sedang. Hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing berbasis blended learning efektif untuk meningkatkan keterampilan metakognitif peserta didik.
The development of the educational paradigm in the 21st century emphasizes learning oriented to higher-order thinking skills, one of them is metacognitive skills. This study aims to improve the metacognitive skills of students through a guided inquiry learning model based on blended learning in reaction rate material. The research design used is One-Group Pretest-Posttest Design. The research was conducted in class XI MIPA 5 SMAN 2 Pamekasan. The data were obtained using the observation sheet instrument for the implementation of the learning model, the activities of the students, and the metacognitive skills test sheet. Data analysis was performed using the percentage, mean, n-gain, and paired t-test techniques. The results showed that 1) Guided inquiry learning model based on blended learning is carried out well with an average percentage of phase 1 of 94.88%, phase 2 of 100%, phase 3 of 97.92%, phase 4 of 98.44% and phase 5 of 96.88%, 2) The percentage of students' activities who are actively involved and relevant to guided inquiry learning model based on blended learning is 87.41%, 3) The metacognitive skills of students have increased in terms of the n-gain range, namely 0.53 - 0.62 with the medium category, dan 4) there is a significant difference in the results of metacognitive skills between before and after being given a guided inquiry learning model based on blended learning. The results showed that the guided inquiry learning model based on blended learning was effective in improving students' metacognitive skills