IJSTR

International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
0.2
2019CiteScore
 
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020

CALL FOR PAPERS
AUTHORS
DOWNLOADS
CONTACT

IJSTR >> Volume 9 - Issue 2, February 2020 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Development Of Collaborative Inquiry-Based Learning Model To Improve Elementary School Students’ Metacognitive Ability

[Full Text]

 

AUTHOR(S)

Intan Dwi Hastuti, Surahmat, Sutarto, Dafik

 

KEYWORDS

collaborative based inquiry, metacognition, elementary school, model development.

 

ABSTRACT

This study aims to reports the results of collaborative based inquiry learning models development in elementary school students. The learning design is planned and adjusted to elementary school learning needs. The description of this study includes the result of evaluation from the experts, teacher and student assessments, as well as the assessment result of applying the developed learning model. The results of this development research show that; first, the collaborative based inquiry learning effectiveness testing is feasible from the experts’ perspective; second, the collaborative based inquiry learning model effectiveness testing is feasible from the users’ perspective; third, the collaborative based inquiry learning model effectiveness testing can improve the metacognitive abilities of students at SDN 1 Sandik, SDN 13 Ampenan, and SDN 43 Ampenan, and SDN 2 Sandik in West Nusa Tenggara Province. Overall, it can be concluded that the collaborative based inquiry learning model is a constructivist learning model, which in each stage will train metacognitive abilities so that the children's metacognitive abilities will increase. With the increasing of metacognitive abilities, problem solving abilities can also increase.

 

REFERENCES

[1] Ambrose, S. A., & Lovett, M. (2014). Prior knowledge is more than content: Skills And Beliefs Also Impact Learning. Applying Science of Learning in Education, 1(2), 7-19.
[2] Aminah, M., Kusuma, Y., Suryadi, D., & Sumarmo, E. (2018). The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction, 11(3), 45-62.
[3] Arends, R. (2012). Learning to Teach. Ninth Edition. New York: McGraw-Hill.
[4] Bell T, Urhahne D, Schanze S, Ploetzner R. (2010). Collaborative inquiry learning: models, tools, and challenges. Int J Sci Educ, 32(3), 349–377
[5] Biryukov, P. (2014). Metacognitive Aspects of Solving Combinatorics Problems. Journal Mathematic Teaching And Learning, 25(1), 1-19.
[6] Borg, W., & Gall, M. (1983). Educational Research: An Introduction (4 th ed). White Plains, NY: Longman Inc.
[7] Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-Explanations: How Students Study And Use Examples In Learning To Solve Problems. Cognitive Science, 13, 145–182
[8] Chinn, C. A. dan Malhotra, B. A. (2002a) Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(1), 175-218.
[9] Chiu, M., &Kuo, S. (2010). From Metacognition to Social Metacognition: Similarities, Differences, And Learning. Journal of Education Research, 3(4), 321-338.
[10] De Jong, T. (2006). Computer simulations technological advances in inquiry learning. Science 312(5773), 532–533
[11] Dekker, R., & Elshout-Mohr, M. (1998). A Process Model For Interaction And Mathematical Level Raising. Educational Studies in Mathematics, 36, 303–314.
[12] Eggen, P., & Kauchak, D. (2012). Strategi dan model pembelajaran. Jakarta: Indeks.
[13] 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
[14] 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.
[15] Fuad, N.M., Zubaidah, S., Mahanal, S., & Suarsini, E. (2017). Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning. International Journal of Instruction, 10(1), 101-116.
[16] Glaser, R. (1990). The reemergence of learning theory within instructional research. American psychologist, 45(1), 29-39
[17] Gu, X., Chen, X., Zhu, W., & Lin, L. 2015. An intervention framework designed to develop the collaborative problem-solving skills of primary school students. Educational Technology Research & Development, 63(1): 143-159.
[18] Gulbahar, Y., & Tinmaz, H. 2006. Implementing PBL And E-Portofolio Assessment in an Undergraduate Course. Journal of Research on Technology in Education, 38(3), 309-327.
[19] Guvercin, S., & Verbovskiy, V. (2014). The effect of problem proposing tasks used in mathematics instruction to mathematics academic achievement and attitudes toward mathematics. International Online Journal of Primary Education, 3(2), 59-65.
[20] Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). The educational psychology series. Metacognition in educational theory and practice. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
[21] 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
[22] Hastuti, I., Surahmat., Sutarto., & Dafik. (2019). Analysis of the Effect of Guided Inquiry Learning in Improving Metacognitive Ability of Elementary School Students in Fractional Materials. International Journal of Instruction, (review)
[23] Hogan, K. (1999). Thinking aloud together: A test of an intervention to foster students’ collaborative scientific reasoning. Journal of Research in Science Teaching, 36(10), 1085–1109.
[24] Hussain, A., Azeem, M., & Shakoor, A. (2011). Physics Teaching Methods: Scientific Inquiry Vs Traditional Lecture. International Journal of Humanities and Social Science, 1(19), 269-276.
[25] Huysken, K., Olivey, H., McElmurry, Ghao, M. (2019). Assessing Collaborative, Project-based Learning Models in Introductory Science Courses. Journal of the Scholarship of Teaching and Learning, 19(1), 6-28.
[26] Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory And Cooperative Learning. Educational Researcher, 38(5), 365-379.
[27] Kershner, R, Warwick, P., Mercer, M., & Staarman, J. K. (2012). Primary children’s management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’. Education 3–13: International Journal of Primary, Elementary and Early Years Education, 42(2), 201–216.
[28] Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403–417
[29] Kim, Y., Park, M., Moore, T., & Varma, S. (2013). Multiple Levels of Metacognition And Their Elicitation Through Complex Problem-Solving Tasks. Journal of Mathematical Behavior, 32(2), 377-396.
[30] King, F., Goodson, L., & Rohani, F. (1993). Higher Order Thinking Skills. Assessment & Evaluation Educational Services Program. New York: Kluwer Academic.
[31] Klahr, D., & Nigam, M (2004) The Equivalence Of Learning Paths In Early Science Instruction: Effects of Direct Instruction And Discovery Learning. Journal of Science Education & Technology, 15(1), 661–667
[32] Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41(4), 212-218.
[33] Kuhlthau & Todd. 2007. Guided Inquiry: A framework for learning through school librariesin 21st century schools. New Jersey: CISSL.
[34] Kuhn, D., Black, J., Keselman, A., & Kaplan, D. (2000). The Development Of Cognitive Skills to Support Inquiry Learning. Cognition And Instruction, 18(2), 495–523
[35] 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.
[36] Lawrie, G., Mattew, K.,Bailey., & Kavanagh. (2014). Technology Supported Facilitation And Assessment Of Small Group Collaborati Ve Inquiry Learning In Large First-Year Classes. Journal of Learning Design, 7(2), 120-135
[37] Limon, M., & Carretero, M. (1997). Conceptual Change And Anomalous Data: A Case Study in The Domain of Natural Sciences. European Journal of Psychology of Education, 12(2), 213-230.
[38] 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.
[39] Nieveen, N. (1999). Prototyping to Reach Product Quality. Netherlands: Kluwer Academic Publisher.
[40] Okada, T., & Simon, H. A. (1997). Collaborative discovery in a scientific domain. Cognitive Science, 21(2), 109–146.
[41] Pape, S. J., Bell, C.V., & Yetkin, I. E. (2003). Developing mathematical thinking and self regulated learning: a teaching experiment in a seventh-grade mathematics clasroom. Educational Studies in Mathematics.Vol. 53 No. 3, 179-202.
[42] Prayogi, S. (2013). Implementasi Model Inquiry Untuk Mengembangkan Kemampuan Berpikir Kritis Mahasiswa Pendidikan Fisika. Laporan Hail Penelitian. LPPM IKIP Mataram
[43] Prayogi, S., Yuanita, L., & Wasis. (2018). Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking Among Prospective Teachers of Physic. Journal of Turkish Science Education, 15(1), 43-56
[44] Radovan, M. (2019). Cognitive And Metacognitive Aspects of Key Competency “Learning To Learn”. Pedagogy, 133(1), 28-42.
[45] 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.
[46] Reiser, B. (2004). Scaffolding Complex Learning: The Mechanisms Of Structuring And Problematizing Student Work. J Learn Sci, 13(1), 273–304.
[47] REs H., Saab N., Van, W., de Jong, T., & Van, H. (2009). Interaction Between Tool And Talk: How Instruction And Tools Support Consensus Building In Collaborative Inquiry Learning Environments. Journal of Computer Assisted Learning, 25(3), 252–267
[48] Saab, N., Joolingen, W., & Wolters, B. (2012). Support of the collaborative inquiry learning process: influence of support on task and team regulation. Metacognition Learning, 7(1), 7-23
[49] Sarac, S., Onder, A., Karakelle, S. (2014). The Relations Among General Intelligence, Metacognition and Text Learning Performance. Education and Science, 39(173), 40-53.
[50] 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.
[51] Slavin, R. (1990). Cooperative learning: Theory research and practice. Englewood Cliffs, NJ: Prentice Hall.
[52] Suardana, I N., Redhana, I W., Sudiatmika, A. A. I. A. R., & Selamat, I N. (2018). Students’ Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model. International Journal of Instruction, 11(2), 399-412.
[53] Suastra, I W. (2017). Pembelajaran Sains Terkini: Mendekatkan Siswa dengan Lingkungan Alamiah dan Sosial Budaya. Singaraja. Universitas Pendidikan Ganesha.
[54] Tarrant, P & Holt, D. (2016). Metacognition in The Primary Classroom. Abingdon: New York
[55] Tarrant, P., & Holt, D. (2016). Metacognition in The Primary Classroom. New York: Abingdon.
[56] Teaching and Learning by Inquiry-based Learning Activities Using Social Network and Cloud Computing. Procedia Social and Behavioral Sciences, 17(4), 2137-2144
[57] Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction, 11(3), 45-62
[58] Thaiposri P, & Wannapiroon, P. (2015). Enhancing Students’ Critical Thinking Skills Through
[59] Thomas, G. P. (2012). Metacognition in science education: Past, present and future considerations. In G.J. Fraser, K. G. Tobin, C. J. McRobbie (Eds.) Second international handbook of science educations, (pp. 131-144). New York: Springer.
[60] Veenman, M. V., &Elshout, J. J. (1994). Differential effects of instructional support on learning in simultation environments. Instructional science, 22(5), 363-383.
[61] Verawati, N. (2013). Implementasi model inquiry untuk mengembangkan keterampilan berpikir kritis mahasiswa pendidikan fisika pada pokok bahasan hukum Hooke. Jurnal Pendidikan Biologi BIOTA, 6(1), 77-86
[62] Wismath, S., Orr, D. & Good, B. (2014). Metacognition: Student Reflections on Problem Solving. Journal on Excellence in College Teaching, 25(2), 69-90.
[63] Ya-Hui, W. (2012). A Study on Metacognition of College Teachers. The Journal of Human Resource and Adult Learning, 8(1), 84-9.
[64] Yenilmez, A., Sungur, S., & Tekayya, C. (2005). Investigating students’ logical thinking abilities: the effects of gender and grade level. Hacettepe Universitesi Egitim Fakultesi Dergisi, 28, 219-225.
[65] Yurdakul, B., & Demirel, Ö. (2011). Contributions of Constructivist Learning Approach to Learners’ Metacognitive Awareness. International Journal of Curriculum and Instructional Studies, 1(1)..