Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Scaffolding Metakognitif Terhadap Keterampilan Menulis Ilmiah dan Hasil Belajar Siswa SMP dalam Pembelajaran IPA

Abstract

This study aims to examine the effect of a guided inquiry learning model integrated with metacognitive scaffolding on students' scientific writing skills and learning outcomes in science learning in junior high schools (SMP). This research is motivated by low scientific writing skills and student learning outcomes, caused by the implementation of a learning model that fails to encourage active student engagement and optimize cognitive processes. This study used a quasi experimental approach with a nonequivalent posttest-only control group design. The study sample consisted of an experimental class and a control class selected using a purposive sampling technique. Data analysis was conducted using normality tests, homogeneity tests, and hypothesis testing using independent sample t-tests. The results showed a significant difference between the experimental and control classes. The average scientific writing ability of students in the experimental class was higher, at 87.14, compared to the control class at 79.04, with a significance value of 0.000 < 0.05. In addition, the average student learning outcomes in the experimental class were also higher, namely 89.03, compared to the control class of 81.32, with a significance value of 0.001 < 0.05. Based on these findings, it can be concluded that the guided inquiry learning model combined with metacognitive scaffolding has a significant effect on improving scientific writing skills and student learning outcomes. This learning model has been proven effective in encouraging scientific reasoning, improving writing skills, and deepening conceptual understanding through an active, structured, and reflective learning process.