Metacognitive Inquiry-Based Science Modules: A Need Analysis of Elementary Pre-Service Teachers’ Science Process Skills

Syahriani Yulianci; Nurjumiati Nurjumiati; Baiq Dina Hardianti

doi:10.33394/j-ps.v14i3.20835

Authors

Syahriani Yulianci STKIP Taman Siswa Bima
Nurjumiati Nurjumiati STKIP Taman Siswa Bima
Baiq Dina Hardianti Universitas Qamarul Huda Badaruddin Bagu

DOI:

https://doi.org/10.33394/j-ps.v14i3.20835

Keywords:

Metacognitive, Inquiry-based learning, Science process skills , Needs analysis, Pre-service elementary school teachers

Abstract

Science Process Skills (SPS) are essential competencies for prospective elementary school teachers, yet PGSD students often have limited opportunities to develop these skills through inquiry-based learning. This study analyzed students’ needs for developing an inquiry-based science module with a metacognitive orientation to enhance SPS. A quantitative descriptive survey was conducted with 60 PGSD students who had completed a science course. Data were collected using a needs analysis questionnaire covering five student characteristics and three SPS need dimensions. Descriptive statistics, Pearson correlation, item-level correlation, and the Mann–Whitney U test were employed. Learning styles and preferences showed the highest mean score (M = 3.031), whereas learning experience had the lowest (M = 2.292), indicating limited exposure to laboratory and inquiry-based learning. All SPS need dimensions were rated very high, with module requirements obtaining the highest mean score (M = 3.654). Although no significant relationships were found between overall student characteristics and SPS needs, item-level analysis revealed a positive correlation between the ability to relate science concepts to everyday life and awareness of SPS gaps (r = 0.319, p = 0.027), and a negative correlation between difficulties in understanding abstract concepts and module requirements (r = −0.397, p = 0.005). Students with lower academic ability reported significantly greater module needs (p = 0.012). These findings support the development of a differentiated inquiry-based science module integrated with metacognitive strategies to improve SPS among prospective elementary school teachers.

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