Development of Inquiry-Based Metacognitive Skills Instruments on Environmental Pollution Materials for Senior High School

Abstrak

Current learning emphasizes students to be able to learn by applying 21st century thinking skills, one of which is metacognition. There is still no tool to measure metacognition so it is not clear that the level of metacognition of students is known and the evaluation questions that are applied are still ordinary questions (not yet at the metacognition level. The study aims to determine the description of the validation (feasibility) of the product of inquiry-based metacognitive skills test instruments on biological material environmental pollution in high school/MA. This research method uses development research (R&D). The sample of this research is three lecturers as learning biology experts (metacognitive skills), instrument/evaluation experts, and experts on biological materials, as well as two biology teacher practitioners High school sampling technique using purposive sampling technique. The instrument product is a metacognitive skill test based on inquiry on environmental pollution material. The validation results show that the test instrument product is Inquiry-based metacognitive skills on high school/MA environmental pollution biology materials are included in the “very valid” category with an average percentage of 94.10%. The validity based on the planning skills indicator is very valid (94.67%), monitoring skills are very valid (92.67%), and evaluating skills are very valid (94.67%). This shows that the product of the inquiry-based metacognitive skill test instrument on environmental pollution biology material is suitable for use in high school/MA level schools.