Development Of A Metacognition-Based Inquiry Learning Model On Social Norms Material To Improve Students’ Motivation And Learning Outcomes
Keywords:
Inquiry, Metacognition, NormAbstract
This study aims to develop the design of a Metacognition-Based Inquiry Learning Model, determine its feasibility, and test its effectiveness in improving students’ motivation and learning outcomes on social norms material. The study employs a research and development (R&D) approach. Feasibility test data were used to determine students’ mastery of metacognitive skills after the learning process. The collected data were analyzed using prerequisite tests, including normality, homogeneity, and hypothesis testing, based on pretest and posttest results. The assessment of students’ learning motivation during the learning process showed that the highest motivation indicator was enthusiasm for learning, with a percentage of 82.20%. The results of the study indicate that: (1) the metacognition-based inquiry learning model can effectively improve students’ motivation and learning outcomes; (2) cognitive achievement based on the metacognitive skills instrument showed good improvement in both sub-concepts. The posttest score for Sub-concept 1 was 73.33, categorized as sufficient, while Sub-concept 2 achieved a score of 90.00, categorized as very good; and (3) hypothesis testing of posttest scores showed a significance value of 0.000 < 0.05, leading to the rejection of H0. Therefore, it can be concluded that the inquiry learning model has a significant effect on improving students’ motivation and learning outcomes
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