Pengaruh Process Oriented Guided Inquiry Learning terhadap Metakognisi Siswa Materi Trigonometri
Keywords:
Process Oriented Guided Inquiry Learning, Metacognitive Awareness, Self Regulated, Mathematics, TrigonometryAbstract
The teaching method Process Oriented Guided Inquiry Learning (POGIL) is one of the instructional approaches that directs students to discover concepts on their own. The aim of this research is to investigate the effect of the POGIL teaching method on students' metacognitive awareness in learning mathematics, specifically in the topic of trigonometry. This study employed a quasi-experimental approach with a pre-test and post-test control group design. Sampling was carried out using cluster random sampling techniques. The research sample consisted of 120 high school students. Students in the experimental group were exposed to the POGIL method, while students in the control group received conventional instruction. Data was collected using the Metacognitive Awareness Inventory (MAI) questionnaire. The instrument was adapted through field testing and expert validation. Data analysis was performed using an independent t-test. The results of the study indicate that POGIL plays a significant role in enhancing students' metacognitive awareness.
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