THE EFFECTIVENESS OF GUIDED INQUIRY WITH CONCEPT MAPPING TOWARD STUDENTS METACOGNITION AND STUDENTS ACHIEVEMENT IN THE TEACHING OF SOLUBILITY AND SOLUBILITY PRODUCT

The implementation of Guided-Inquiry with concept mapping learning model in improving senior high school student`s achievement on the topic of solubility and solubility product were investigated in this study by comparing the result to direct instruction leaarning model. This study involved 80 homogenous students of 11th grade in SMAN 13 Medan were equally into 2 classes; those were 40 students treated by Guided Inquiry with concept mapping as experimental class sample and 40 remaining students treated by irect Instruction as control class sample. The instrument test that used in this study to measure the ability of students were 20 questions which were reliable to use as the instrument with the value of r11 was 0.863 that catecorized as high reliable for used as the instrument test (Pretest and Posttest). Pretest was given in the beginning as the initial scores of the students achievement then posttest was given in the last meeting after teaching treatment had been done in both of class sample. Students achievement (measured by posttest scores) of experimental class sample gained (74.5±10.0%) of improving to be averagely 82.125±0.893, while control class sample gained (69.6±1.10%) only to be averagely 78.375±1.018. By comparing those values, the student achievement that be taught by guided inquiry with concept mapping is significant higher than the student achievement that be taught by direct instruction with concept mapping where the tcount (3.124) < ttable (1.991). The correlation test was also studied in experimental class with the value of r (correlation coefficient) is 0.763, there is significant correlation between student`s metacognition to the student`s achievement obtained by guided inquiry with concept mapping with the rcount (5.094) > rtable (0.312) and the percentage of correlation gotten 58.2%. Thus, Guided-Inquiry with concept mapping was statistically proven to be able to improve student`s achievement better than direct intruction and there was possitive correlation between student`s metacognition to student`s achievement obtained by Guided-Inquiry with concept mapping.