The Effectiveness of Discovery Learning Model on Students' Metacognitive

Abstract

Studying science in school provides scientific knowledge and can also provide students with a good learning experience. The problem is the low metacognitive ability of sixth graders in the district of Demak due to the use of inappropriate learning models so that students are not active in learning. This research goal is to analyze the effect of the Discovery Learning model on the metacognitive abilities of sixth-grade elementary school students in the Demak District. The type of research is experimental (experimental research) with a quasi-experimental design, pretest-posttest group design method. The population in this research was the sixth-grade elementary school in Demak District as many as 246 students. The research sample is Karangmlati 1 public elementary school as an experimental class (discovery learning) and Karangmlati 2 public elementary school as a class with a purposeful sampling technique. The research variable is the discovery learning model as the independent variable (X) the dependent variable is the metacognitive ability (Y) test. Data analysis uses data description, the prerequisite test includes a normality test and homogeneity test, hypothesis test uses an independent sample t-test. The result of the research is that there is an effect of the Discovery Learning model on the metacognitive abilities of sixth-grade elementary school students in Demak District with t count > t-table (15.076> 2,003). The conclusion is that the sixth graders' metacognitive skills improved after the application of the discovery learning model. Teachers should use discovery learning style in classroom teaching activities as an option to improve students' metacognitive skills.