Increasing Students’ Metacognition Awareness: Learning Studies Using Science Teaching Materials Based on SETS Integrated Inquiry

Abstract

Metacognition awareness is a pivotal   indicator in teaching and learning, particularly in science that needs to be developed in every student . This research aims to develop teaching materials particularly in the field of science using SETS (Science, Environment, Technology, Society) integrated inquiry to increase students' metacognition awareness. This study employed research and development procedure proposed by Dick & Carey. MAI (Metacognition Awareness Inventory) were used as research instruments, whilst N-gain being used to analyze the data of students’ metacognition awareness. The results indicate that using science teaching materials based on SETS integrated inquiry can consider as an effective way to enhance students’ metacognition awareness. It can be seen from the average value of N-gain score in experimental class higher than control class. The experimental class has an average value of N-gain of 0.48 which consider as moderate criteria, whereas in control class has an average value of N-gain of 0.25 which consider as low criteria. Besides, indicator of metacognitive awareness of "conditional knowledge" has the highest average N-gain scores compare to other indicators such as "procedural knowledge", "declarative knowledge", "planning", "information management", "information monitoring", "time strategy", and "evaluation". Furthermore, indicator of evaluation has the lowest average N-gain scores compare to other indicators. Thus, it can be concluded that using teaching materials based on SETS integrated inquiry can be considered as an effective way to increase students’ metacognition awareness.

Keywords: Metacognition awareness, science teaching materials, inquiry, SETS.