The Effect of Inquiry-Based Learning on Metacognition Skills of Students in Solving Mathematical Problems Based on Cognitive Style Lihar Raudina Izzati (a*), Andika Wisnu (b)
a) Fakultas Ilmu Tarbiyah, Institut Agama Islam Negeri Surakarta, Jl. Pandawa, Dusun IV, Sukoharjo 57168, Indonesia
*lihar.izzati[at]iain-surakarta.ac.id
b) Pascasarjana, Institut Agama Islam Negeri Salatiga, Jl. Lkr. Sel. Salatiga No. KM. 2, Salatiga 50716, Indonesia
Abstract
Metacognition skills are one of the skills that important for students to solve mathematical problems. Students who have metacognition skills can find out their strengths and weaknesses and measure their abilities, so that they are able to determine the right strategy to solve problems. The ability of students to solve problems is also influenced by cognitive style. Cognitive style is the way a person sees, understands, organizes, gets, absorbs and processes information. In this paper, cognitive style is classified into field-dependent and field-independent because it has a relationship with problem solving abilities. Thus, teachers must use a learning model that can improve metacognition skills based on cognitive style. Alternative learning model that can be used, namely inquiry-based learning. The instrument used is a test of problem solving skills and Group Embedded Figures Test (GEFT). Problem solving ability tests were given before and after treatment. While, GEFT is given before treatment to classify cognitive styles of students. The data analysis used in this research was paired sample t-test. From the results of the analysis, there are differences in metacognition skills, both students who have field-dependent and field-independent cognitive styles after being given treatment. This can be seen from the significant value of paired sample t-test for field-dependent students namely 0.000 and field-independent students namely 0.000. In can be concluded that inquiry-based learning can improve metacognition skills of students in solving mathematical problems for both students with field-dependent and field-independent cognitive style.
