Implementing Metacognitive based Guided Inquiry on Chemistry to Increase Student’s Critical Thinking Skills

Critical thinking skills (CTS) are indispensable skills for dealing with the industrial revolution 4.0 era. Unfortunately, learning methods implemented by teacher in schools have not specifically focused on the development of these skills. This study aims to determine the effect of metacognitive based Guided Inquiry (GI) learning toward students’ CTS and achievement on chemistry. The study applied pre-test post-test control group design method. The sample consists of 66 11th grade students of Madrasah Aliyah Negeri 1 (MAN 1) Banjarmasin, Indonesia. The data were collected using achievement test, critical thinking test, and attitude observation sheets. Then, the data was analyzed by using percentage and t-test. The results showed that; (1) through metacognitive based GI learning, students’ CTS in the experimental class develop better than in control class. The percentage of students who have the highest level of critical thinking in the experimental class is greater than those in the control class. (2) In the experimental class, all affective indicators measured namely: curiosity, cooperation, and responsibility achieved very good category. Meanwhile, in the control class, the cooperation indicator is the only indicator that is on good category. (3) The level of students’ learning success in cognitive, affective, and psychomotor in the experimental class is higher than in the control class. It implies that integrating metacognitive into the stages of learning activities should be the solution of CTS development.