The Effect of Guided Inquiry Learning Model to the Metacognitive Ability of Primary School Students
Abstract
Keywords
Full Text:
PDFReferences
Biryukov, P. (2014). Metacognitive Aspects of Solving Combinatorics Problems. Journal Mathematic Teaching And Learning, 25(1), 1-19. Retrieved from http://www.cimt.org.uk/journal/biryukov.pdf
Chiu, M. M., & Kuo, S.W. (2010). From Metacognition to Social Metacognition: Similarities, Differences, And Learning. Journal of Education Research, 3(4), 321-338. Retrieved from https://www.researchgate.net/publication/291046856
Dorr, L., & Perels, F. (2019). Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children. International Electronic Journal of Elementary Education, 11(5), 449-459. doi: 10.26822/iejee.2019553341.
Elbers, E. D. (2003). Classroom Interaction As Reflection: Learning And Teaching Mathematics In A Community of Inquiry. Educational Studies in Mathematics, 54(2), 77-99. doi: 10.1023/B:EDUC.0000005211.95182.90.
Ellwood, R., & Abrams, E. (2018). Student’s Social Interaction In Inquiry-Based Science Education: How Experiences Of Flow Can Increase Motivation And Achievement. Cultural Studies of Science Education, 13(2), 395–427. doi:10.1007/s11422-016-9769-x
Ergul, R., Simsekli, Y., Calis, S., Ozdilek, Z., Gocmencelebi, S., & Sanli, M. (2011). The effects of inquiry-based science teaching on elementary school students’ science process skills and science attitudes. Bulgarian Journal of Science and Education Policy, 5(1), 48–68. Retrieved from: http://bjsep.org/getfile.php?id=88
Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive Development. New Jersey: Prentice Hall.
Gough, D. (1991). Thinking About Thinking. Alexandria, VA: National Association of Elementary School Principals.
Hastuti, I. D & Sutarto. (2018). Bahan Manipualtif Dalam Pembelajaran Matematika SD. Mataram: LPP Mandala
Hastuti, I. D., & Haifaturrahmah. (2018). Analisis Kemampuan Metakognisi Mahasiswa PGSD Dalam Menyelesaikan Masalah Matematika. Jurnal Pendidik Indonesia, 1(2), 103-110.
Hastuti, I. D., Nusantara, T., Subanji., & Susanto, H. (2016). Constructive Metacognitive Activity Shift in Mathematical Problem Solving. Educational Research and Reviews, 11(8), 656-667. doi: 10.5897/ERR2016.2731
Hayes, M.T. (2002). Elementary Pre-service Teachers' Struggles to Define Inquiry Based Science Teaching. Journal of Science Teacher Education,13(2), 147-165. doi: 10.1023/A:1015169731478.
Hurme, T. R., Marenluoto, K., & Jarvela, S. (2009). Socially Shared Metacognition of Pre- Service Primary Teachers in a Computer-Supported Mathematics Course and Their Feelings of Task Difficulty: a Case Study. Educational Research and Evaluation, 15(5), 503-524. https://doi.org/10.1080/13803610903444659
Kim, Y. R., Park, M. S., Moore, T. J., & Varma, S. (2013). Multiple Levels of Metacognition And Their Elicitation Through Complex Problem-Solving Tasks. Journal of Mathematical Behavior, 32(2), 377-396. https://doi.org/10.1016/j.jmathb.2013.04.002
King, F. J, Goodson, L., & Rohani, F. (1993). Higher Order Thinking Skills. Assessment & Evaluation Educational Services Program. New York: the Educational Services Program
Kuhlthau, C. C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 1-11. Retrieved from: http://wp.comminfo.rutgers.edu/ckuhlthau/wp-content/uploads/sites/185/2016/02/GI-School-Librarians-in-the-21-Century.pdf
Kuzle, A. (2013). Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment. International Electronic Journal of Mathematics Education, 8(1), 20-40. Retrieved from: https://www.iejme.com/download/patterns-of-metacognitive-behavior-during mathematics-problem-solving-in-a-dynamic-geometry.pdf
Margunayasa, I. G., Dantes, N., Marhaeni, A. A. I. N., & Suastra, I. W. (2019). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12 (1), 737-750. doi: 10.29333/iji.2019.12147a.
Prayitno, B. A. (2011). Pengembangan perangkat pembelajaran IPA Biologi SMP berbasis inkuiri terbimbing dipadu kooperatif STAD serta pengaruhnya terhadap kemampuan berpikir tingkat tinggi, metakognisi, dan keterampilan proses sains pada siswa berkemampuan akademik atas dan bawah. Universitas Negeri Malang.
Prayogi, S., Yuanita, L., & Wasis. (2018). Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking Among Prospective Teachers of Physic. Turkish Science Education, 15(1), 43-56. doi: 10.12973/tused.10220a.
Rahmat, I & Chanunan, S. (2018). Open Inquiry in Facilitating Metacognitive Skills on High School Biology Learning: An Inquiry on Low and High Academic Ability. International Journal of Instruction, 11(4), 593-606. doi: 10.12973/iji.2018.11437a.
Rooney, C. (2012). How am I using inquiry-based learning to improve my practice and to encourage higher order thinking among my students of mathematics. Educational Journal of Living Theories, 5(2), 99-127.
Seraphin, K. D., Philippoff, J., Kaupp, L., & Vallin, L.M. (2012). Metacognition as means to increase the effectiveness of inquiry-based science education. Science Education International, 23(4), 366-382
Sousa, D. A. (2008). How the Brain Learns Mathematics. Thousand Oaks, CA: Corwin Press.
Suastra, I W. (2017). Pembelajaran Sains Terkini: Mendekatkan Siswa dengan Lingkungan Alamiah dan Sosial Budaya Singaraja. Universitas Pendidikan Ganesha.
Suratno, T. (2009). Lesson study in Indonesia: the case of Indonesia university of education. Paper presented at the World Association of Lesson Studies International Conference, Hong Kong Institute of Education, Hong Kong. doi: 10.1108/20468251211256410
Tarrant, P & Holt, D. (2016). Metacognition in The Primary Classroom. Abingdon: New York
Thaiposri P, & Wannapiroon, P. (2015). Enhancing Students’ Critical Thinking Skills Through Teaching and Learning by Inquiry-based Learning Activities Using Social Network and Cloud Computing. Procedia Social and Behavioral Sciences, 17(4), 2137-2144. doi: 10.1016/j.sbspro.2015.02.013
Towers, J. (2010). Learning to teach mathematics through inquiry: a focus on the relationship between describing and enacting inquiry-oriented teaching. Journal of Mathematics Teacher Education, 13(3), 243-263. doi: 10.1007/s10857-009-9137-9.
Van der Stel, M., & Veenman, M. V. J. (2014). Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental perspective. European Journal of Psychology of Education, 29(1), 117-137. https://doi.org/10.1007/s10212-013-0190-5
Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D.H., Schunk & B.J., Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297–314). Mahwah, NJ: Erlbaum.
Wismath, S., Orr, D., & Good, B. (2014). Metacognition: Student Reflections on Problem Solving. Journal on Excellence in College Teaching, 25(2), 69-90.
Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers’ beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17(4), 469-485. doi: 10.1016/S0742-051X(01)00007-5
DOI: https://doi.org/10.33394/j-ps.v8i1.2615
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Intan Dwi Hastuti, Yuni Mariyati, S. Sutarto, Chairun Nasirin

This work is licensed under a Creative Commons Attribution 4.0 International License.
J-PS (Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram) p-ISSN (print) 2338-4530, e-ISSN (online) 2540-7899 is licensed under a Creative Commons Attribution 4.0 International License.