Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014 CE-91 CE-12 IMPLEMENTATION OF GUIDED-INQUIRY TO PROMOTE STUDENTS’ METACOGNITIVE SELF REGULATION IN XI GRADE Rusly Hidayah, Fitria Dwi Lestari Chemistry Education, Faculty of Mathematics and Sciences Surabaya State University, Jl. Ketintang, Surabaya ABSTRACT This study aims to describe the ability of metacognitive self-regulation of XI grade students of SMAN 2 Lamongan after implementation guided inquiry learning model on reaction rates material. One group pretest-postest design was used in research. Students in XI grade of SMAN 2 Lamongan as result subject. Metacognitive Activities Inventory (MCA-I) used as pretest and postest instruments while achievement, metacognitive test and interviews test were conducted in the end of learning. Non-test instruments were class management and students activities observation sheets. The results showed that the students self-regulation has increased especially in monitoring, followed by evaluating and planning skill. As many as 66.67% students in low level jump to moderate and 13.04% students in moderate jump to high level. This result are supported with students learning outcomes that can reach classically mastery of learning is 86.11%, metacognitive test and interview that show same level as in MCA-I data, students activities during learning shows that the activities support self-regulation in monitoring skill dominantly, implementation of guided inquiry is effective with good and very good criteria, so it can promote metacognitive self-regulation. Keywords: guided-inquiry, metacognitive self –regulation INTRODUCTION Quality of education in Indonesia so far remained much improved in comparison with the quality of education in other countries. One of the data about quality of education related to the Human Development Index (HDI). HDI data released by the United Nations Development Program/ UNDP on November 2, 2011, it appears that Indonesia is in the bottom rank among the ASEAN countries. Indonesia is categorized as a country with the Medium Human Development and only ranks 124 of 187 countries in the world. Indonesia's lack of achievement has been the concern of many educators. The government has organized the improvements improve the quality of education. But it seems not give satisfactory results. These results should be recognized for education in Indonesia is only visible from the ability to memorize facts, concepts, theories or laws. Although many children are able to present a good level of memorization of the material it receives but in fact they often do not understand the substance of the material (Pusat Kurikulum Badan Penelitian Dan Pengembangan Departemen Pendidikan Nasional, 2007). Students' lack of understanding is also because students do not have the awareness about how to learn (Pusat Kurikulum Badan Penelitian Dan Pengembangan Departemen Pendidikan Nasional, 2007). If students are able to understand how to learn or understand how to apply metacognitive skill when studying a variety of subjects including chemistry then received information can transfer into long-term memory and will be more meaningful. Based on the results of student questionnaire on metacognitive abilities, as much as