IMPLEMENTATION OF GUIDED-INQUIRY TO PROMOTE STUDENTS’ METACOGNITIVE SELF REGULATION IN XI GRADE

This study aims to describe the ability of metacognitive self-regulation of XI grade students of SMAN 2 Lamongan after implementation guided inquiry learning model on reaction rates material. One group pretest-postest design was used in research. Students in XI grade of SMAN 2 Lamongan as result subject. Metacognitive Activities Inventory (MCA-I) used as pretest and postest instruments while achievement, metacognitive test and interviews test were conducted in the end of learning. Non-test instruments were class management and students activities observation sheets. The results showed that the students self-regulation has increased especially in monitoring, followed by evaluating and planning skill. As many as 66.67% students in low level jump to moderate and 13.04% students in moderate jump to high level. This result are supported with students learning outcomes that can reach classically mastery of learning is 86.11%, metacognitive test and interview that show same level as in MCA-I data, students activities during learning shows that the activities support self-regulation in monitoring skill dominantly, implementation of guided inquiry is effective with good and very good criteria, so it can promote metacognitive self-regulation