Guided Discovery Learning Model Using Concept Map Strategy to Improve Students Metacognition and Critical Thinking Skills
DOI:
10.29303/jppipa.v9i1.3868Published:
2023-01-31Downloads
Abstract
This study aims to improve students' metacognition and critical thinking skills in learning physics through the implementation of the guided discovery learning model with a concept map strategy. This research is a classroom action research, with stages: (1) planning, (2) implementation, (3) observation and evaluation, and (4) reflection. The subjects of this study were 30 students of class XI IPA MAN 3 Central Lombok. The research instrument consisted of metacognition skill assessment sheets and critical thinking tests, which were declared valid and reliable. Data analysis was carried out in a quantitative descriptive manner. The results of this study are: (1) students' metacognition skills experienced an increase in scores in the high category of 33.33% (cycle I), 80.00% (cycle II), and 86.67% (cycle III) ; (2) students' critical thinking skills also experienced an increase in scores in the high and very high categories with a percentage of 63.33% (cycle I), 76.66% (cycle II), and 86.67% (cycle III). thus, the implementation of the guided discovery learning model with a concept map strategy can improve students' metacognition and critical thinking skills in learning physics
Keywords:
Critical Thinking Concept Maps Guided Discovery Learning (GDL) Metacognition SkillsReferences
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