Application of Metacognition Strategies in the Guided Inquiry Model to Improve High School Students' Scientific Literacy Skill

Abstract

This study aims to see an increase in student’s scientific literacy skill by applying metacognition strategies in the guided inquiry learning model compared to the application of the quided inquiry model only. This research design uses a non-equivalent control group design with a sample 64 students in the 11th grade of senior high school. The sample was divided into two classes which were the experimental class and the control class to be tested for scientific literacy skill. The result of the independent t-test is a significance value of 0,048 where the smaller than the significance level used 0.05, that can be concluded there is an effect of applying metacognition strategies on student’s scientific literacy skill. The N-Gain test used to see the increase scientific literacy skill in both classes. The N-Gain values in the experimental class and control class are 0,66 and 0,45 respectively. The increase in the experimental class is higher than the control class. Therefore, this study concluded that the application of metacognition strategies in the guided inquiry learning model can further improve student’s scientific literacy skill compared to using the guided inquiry learning model only.