Efektivitas Inquiry-Based Learning Terhadap Regulasi Metakognisi Matematika Siswa Sekolah Menengah Pertama Ditinjau dari Gaya Kognitif
DOI:
https://doi.org/10.18592/jpm.v1i2.7591Keywords:
inquiry-based learning, metakognisi, gaya kognitifAbstract
Salah satu keterampilan metakognisi yang penting untuk dimiliki siswa adalah regulasi metakognisi. Regulasi metakognisi terdiri dari aspek perencanaan, pemantauan, dan evaluasi. Namun, masih banyak siswa yang mempunyai regulasi metakognisi sedang. Alternatif model pembelajaran yang dapat digunakan untuk meningkatkan regulasi metakognisi khususnya dalam pelajaran matematika siswa Sekolah Menengah Pertama (SMP) yaitu inquiry-based learning (IBL). Selain regulasi metakognisi, terdapat faktor lain yang dapat mempengaruhi hasil belajar siswa yaitu gaya kognitif. Gaya kognitif dalam penelitian ini terdiri dari gaya kognitif field-independent (FI) dan field-dependent (FD). Oleh karena itu, tujuan dari adanya penelitian ini adalah untuk mengetahui efektivitas IBL terhadap regulasi metakognisi siswa SMP ditinjau dari gaya kognitif. Penelitian ini dilakukan pada 36 siswa dimana terdiri dari 20 siswa FI dan 16 siswa FD. Instrumen dalam penelitian ini menggunakan angket dan GEFT. Analisis data yang digunakan yaitu paired-sample t test. Hasil penelitian ini menunjukkan bahwa nilai signifikansi sebesar 0,000 dimana nilai ini kurang dari taraf signifikansi sebesar 5% atau 0,05 yang artinya terdapat perbedaan yang signifikan antara skor pretest dan posttest sehingga dapat ditarik kesimpulan bahwa IBL efektif digunakan untuk meningkatkan regulasi metakognisi matematika siswa SMP.References
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