Abstract:

This research examines the effect of discovery learning method using various cognitive styles on metacognitive and critical thinking skills of pre-service elementary school teachers. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 144 pre-service teachers. The instrument used to measure the subjects’ metacognitive skill is Metacognitive Awareness Inventory (MAI) questionnaires as adapted from Schraw & Dennison (1994), whereas modified essays of Ennis (1985) are to evaluate critical thinking skills. Embedded Figure Test Group (GEFT) as adapted from Witkin, et al (1977), is utilized to measure the cognitive styles of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in metacognitive and critical thinking skills between groups which learned using discovery learning method and discussion method; (2) there are significant differences in metacognitive and critical thinking skills between pre-service elementary school teachers when integrated with field independence cognitive style and field dependence cognitive style; (3) there is an interaction between discovery learning and discussion method integrated with cognitive styles on metacognitive and critical thinking skills of pre-service elementary school teachers.   

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