Analysis of High School Students' Metacognitive Knowledge on The Topic of Solubility and Solubility Product

摘要

The purpose of this research was to describe the level of students' metacognitive knowledge including declarative, procedural, and conditional knowledge on the topic of solubility and solubility product. The research method used in this study was a qualitative descriptive. Research data are the scores of students' metacognitive knowledge test. The data were collected using the research instrument test consisting of 7 items of declarative questions, 3 procedural questions, and 2 conditional questions. The results showed that the majority of students' metacognitive knowledge is in the very low category, and conditional knowledge has the largest percentage among the other two. The students' procedural knowledge is higher than their declarative one, while the students' declarative knowledge is higher than their conditional one. It is suggested to do further study on the teaching and learning process of chemistry in the school regarding which aspect of metacognitive knowledge is more emphasized by teachers. Conducting further research by intervening in the teaching and learning process using a particular strategy such as Process Oriented Guided Inquiry Learning (POGIL) to increase students' metacognitive knowledge should also be considered.