Beyond effective teaching: Enhancing students’ metacognitive skill through guided inquiry

Abstract

Abstract. This research was quasi experimental with pretest posttes non-equivalent
\ncontrol group design. This research aimed to compare metacognitive skill of students
\nbetween tought by guided inquiry and traditional teaching. Sample of this research
\nwas the students at even semester at the first year, Department of Biology, Faculty of
\nMathematics and Natural Sciences, Universitas Negeri Makassar, Indonesia. The data
\nof students’ metacognitive skill was measured by essay test. The data was analyzed
\nby inferential statistic of ANCOVA test. The result of research showed that there was
\nthe effect of teaching model towards metacognitive skill of students. Students were
\ntought by guided inquiry had higher metacognitive skill than tought by traditional
\nteaching. The lecturer can use the guided inquiry model in others courses with
\nconsidering the course materials and also student characteristics.
\nKeywords: Guided inquiry, learning model, metacognitive skill, biology teaching,
\neffective teaching