摘要：This work is aimed at finding out the effect of the implementation of the
metacognitive learning strategy on the quality of prospective chemistry teacher’s
scientific explanations. This study used a quasi-experimental method with a pretest
– post-test control group design. The participants of this research were the
students of two classes of Chemistry Education Study Program of a state university
in Malang, Indonesia. One class was taught using expository learning (EL) and
another class was taught using the metacognitive learning strategy consisting of
four stages (preparing, doing, checking, and assessing & following-up) abbreviated
to MS-PDCA. The data of the quality of scientific explanations obtained from the
test (reliability = 0.78) were then analysed using descriptive and inferential
statistics. The research results showed that 1) the improvement in the quality of
scientific explanations for two aspects (technical and conceptual validity) of the
students taught using MS-PDCA was higher than that of the students taught using
EL. 2) MS-PDCA learning enhanced the skills of constructing scientific
explanations in the technical and conceptual validity aspect proportionally. It can
be concluded that MS-PDCA can be used effectively in science learning,
especially for the study of materials requiring conceptual construction and deep
understanding of the relationship among the related concepts.
