Analisis Keterampilan Metakognitif Peserta Didik Menggunakan Model Inkuiri Terbimbing Materi Laju Reaksi Melalui Pembelajaran Daring 

Analysis of Students' Metacognitive Skills Using Guided Inquiry Model of Reaction Rate Material Through Online Learning

Penelitian ini bertujuan untuk menganalisis keterampilan metakognitif peserta didik menggunakan model inkuiri terbimbing materi laju reaksi melalui pembelajaran daring. Subjek penelitian ialah peserta didik kelas XI IPA 2 SMAN 1 Driyorejo Tahun ajaran 2020/2021 berjumlah 33 peserta didik. Penelitian menggunakan desain One-Group Pretest-Posttest dengan metode pengumpulan data berupa tes dan angket. Berdasarkan analisis deskriptif menunjukkan adanya peningkatan keterampilan metakognitif peserta didik dengan menggunakan model inkuri terbimbing materi laju reaksi melalui pembelajaran daring yang dapat dilihat dari perolehan hasil nilai posttest lebih baik daripada pretest dengan nilai n-gain keterampilan merencanakan sebesar 0,63 pada kategori sedang; n-gain keterampilan memantau sebesar 0,92 pada kategori tinggi; n-gain keterampilan mengevaluasi sebesar 0,65 pada kategori sedang. Hasil tersebut didukung dengan terdapat kesesuaian antara hasil tes keterampilan metakognitif dengan angket inventori metakognitif yang diberikan kepada peserta didik. Berdasarkan analisis inferensial dengan uji wilcoxon signed ranks test memperlihatkan signifikasi dari indikator planning skill, monitoring skill, dan evaluating skill bernilai 0,000 sehingga nilai 0,000 < 0,05 karenanya hipotesis diterima. Hal ini dapat disimpulkan bahwasanya pembelajaran menggunakan model inkuiri terbimbing berpengaruh signifikan pada keterampilan metakognitif peserta didik dalam materi laju reaksi melalui pembelajaran daring.

This study aims to analyze students' metacognitive skills using guided inquiry models of reaction rate material through online learning. The subjects are 33 students of 2^nd grade IPA 2 SMAN 1 Driyorejo in the academic year 2020/2021. The study used One-Group Pretest-Posttest Design with methods of data collections using test and questionnaire methods. Based on the descriptive analysis, it shows that there was an enhancement in student’s metacognitive skills by using a guided inquiry model of reaction rate through online learning. Based from the result, it can be observed that the posttest was better than the pretest score with the n-gain value of planning skills of 0.63 in medium category; n-gain of monitoring skills of 0.92 in high category; n-gain of evaluating skills of 0.65 in medium category. This results are supported by the compatibility between the metacognitive skills test results and the metacognitive inventory questionnaire given to students. Based on inferential analysis using the Wilcoxon signed ranks test, it shows the significance of theindicators planning skill, monitoring skills, and evaluating skills with a value of 0,000 which 0,000 <0.05, means that the hypothesis is accepted. This can be concluded that learning using guided inquiry model had a significant effect on students’s metacognitive skills in the material reaction rate through online learning.