Metacognitive Teaching Boosts Chemistry Learning at SMAN 8 Banda Aceh

A study conducted at SMAN 8 Banda Aceh examined the impact of a metacognitive teaching approach on 11th‑grade students' understanding of chemical equilibrium. Using a nonequivalent pre‑test/post‑test design and non‑parametric statistical analysis, the researchers found that the experimental class, which applied metacognitive strategies, achieved significantly higher learning outcomes than the control class. The results suggest that encouraging students to plan, monitor, and evaluate their own problem‑solving processes enhances mastery of complex chemistry concepts.

The thesis, authored by Riska Makhfirah at Universitas Islam Negeri Ar‑Raniry, highlights the potential of metacognitive methods to improve independent thinking and self‑assessment among high‑school learners in Indonesia.