USING THE METACOGNITIVE STRATEGY WITHCONTEXT SOCIOSCIENTIFIC ISSUES TO ENHANCE CONTEXT SOCIOSCIENTIFIC ISSUES TO ENHANCE STUDENTS' SCIENCE PROCESS SKILLSSTUDENTS' SCIENCE PROCESS SKILLS

This research aimed to explore the effects of application of a metacognitive strategy using socioscientific issues (SSI) in context on students' science process skills. The metacognitive strategy consisted of four stages, namely: preparing, doing, checking, and assessing & following up, abbreviated as MS-PDCA. The method used was a quasi-experiment with a pretest-posttest control group design. This research involved three classes of the eleventh-grade mathematics and sciences program at a government secondary school, in Malang, Indonesia. Two experimental classes were taught using metacognitive strategy with context socioscientific issues (MS-PDCA SSI) & metacognitive strategy (MS-PDCA), while one control class was taught with expository strategy (ES). To evaluate students' progress, the Science Process Skills Test (r=0.823) was used as the research instrument. Data analysis techniques were carried out using the One Wa y ANOVA test and N-gain & d-effectsize analysis. The results showed that 1) students taught with the MS-PDCA SSI showed higher improvements in their science process skills compared to those taught with MS-PDCA strategy and ES. 2) MS-PDCA SSI learning strategy was found to be effective in improving students' science process skills, particularly when applied to learning materials that are related to daily life