Penelitian ini bertujuan untuk mendeskripsikan self efficacy dan keterampilan metakognitif siswa melalui penerapan model pembelajaran guided inquiry pada materi laju reaksi kelas XI SMA. Desain penelitian yang digunakan adalah One-Group Pretest-Posttest Design. Sasaran penelitian ini adalah 36 siswa kelas XI di SMAN 4 SIDOARJO selama dua kali pertemuan. Metode pengumpulan data yang digunakan yaitu metode observasi berupa pengamatan terhadap keterlaksanaan model pembelajaran guided inquiry dan aktivitas siswa; keterampilan metakognitif berupa metode tes yang berupa soal keterampilan metakognitif, dan metode angket berupa inventori metakognitif; dan self efficacy berupa data angket. Hasil penelitian ini menunjukkan bahwa 1) keterlaksanaan model pembelajaran guided inquiry pada tiap fase diperoleh persentase 93,6%; 97,2%; 95,8%; 92,8%; 92,4% dengan kriteria sangat baik 2) aktivitas siswa berdasarkan persentase aktivitas yang relevan lebih tinggi daripada aktivitas yang tidak relevan 3) Nilai keterampilan metakognitif pada dimensi planning skills, monitoring skills,evaluating skills berturut-turut sebesar 89,3; 88,4; dan 81,5 secara keseluruhan dengan kategori sangat baik. Nilai inventori metakognitif pada dimensi planning skills, monitoring skills, evaluating skills berturut-turut sebesar 81,75; 78,77; 77,66 dengan kriteria berturut-turut sangat baik, baik, dan baik. 4) Self efficacy pada dimensi magnitude, strength, dan generality berturut-turut sebesar 73,15; 69,68; 68,92 dengan kriteria sangat tinggi. Dengan demikian, dapat disimpulkan bahwa model pembelajaran guided inquiry dapat digunakan untuk melatihkan keterampilan metakognitif dna self efficacy siswa.

Kata Kunci: Guided Inquiry, Self Efficacy, dan Keterampilan Metakognitif

The purpose of this research is to describe student’s self efficacy and metacognitive skills through the implementation of guided inquiry learning models in the material of reaction rates in class XI SMA. The research design used was One-Group Pretest-Posttest Design. The target of this research was 36 students of class XI at SMAN 4 SIDOARJO for two meetings. Methods of data collection used are the method of observation the implementation of the guided inquiry learning model and student activity; method of tests in the form metacognitive skills and method of questionnaires in the form metacognitive inventory; and method of questionary in the form self efficacy. The results of this research show 1) the implementation of the guided inquiry learning model in each phase obtained a percentage of 93,6%; 97,2%; 95,8%; 92,8%; 92,4% is very good criteria,. 2) student activity based on the percentage of relevant activities is higher than irrelevant activity 3) value of metacognitive skills in the dimensions of planning skills, monitoring skills, evaluating skills were 89,8; 88,4; dan 81,5 overall with category of very good. Value of metacognitive inventory in the dimensions of planning skills, monitoring skills, evaluating skills were 81,75; 78,77; 77,66 with criteria of very good, good, and good 4) self efficacy in the dimensions of magnitude, strength, and generality were 73,15; 69,68; 68,92 with criteria of very good. Thus, it can be concluded that the guided inquiry learning model can be used to train and metacognitive skills and self efficacy.

Key Words: Guided Inquiry, Self Efficacy, and Metacognitive Skills