Metacognitive Approach to Science Learning Outcomes of Elementary School Students
Keywords:
metacognitive approach, science learning outcomes, elementary school, quasi-experiment, self-regulationAbstract
This study aims to examine the effect of metacognitive approaches on the science learning outcomes of students at SD Inpres 16, Sorong Regency. A quasi-experimental design with a pretest-posttest control group configuration was employed. The study population comprised all students enrolled during the even semester of the 2022/2023 academic year. The research sample consisted of 14 students from Class IVA as the experimental group and 14 students from Class IVB as the control group, selected using purposive sampling. The experimental group received instruction incorporating metacognitive learning strategies, while the control group received conventional instruction. Results indicated that all 14 students in the experimental class attained scores above the minimum mastery criterion (KKM > 70), with a mean posttest score of 88.15, compared to 80.86 for the control class. The difference in mean scores between the two classes was 7.9 points. Statistical analysis yielded a t-calculated value of 4.445, which exceeded the t-table value of 0.532, confirming a significant difference in learning outcomes between the two groups. These findings demonstrate that metacognitive learning approaches significantly improve science learning outcomes in elementary school students. Integrating metacognitive strategies into classroom instruction is therefore recommended as an effective pedagogical practice for elementary science education.
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