This study investigates the effects of collaborative inquiry learning on metacognitive awareness of prospective elementary school teacher with different self-regulated learning (SRL) behaviours. A quantitative approach with a quasi-experimental design was used in this study. A total of 149 students of elementary school teacher education programs are involved as research subjects. In the research process, the experimental class is taught with the collaborative inquiry learning approach and the control class with the conventional teaching approach. Metacognitive awareness post-test data were analysed using analysis of variance. There are three findings in this study, namely: 1) there is a significant difference between the metacognitive awareness of students being taught with the collaborative inquiry learning approach and the conventional teaching approach; 2) there is a significant difference in metacognitive awareness between students with high and low self-regulated learning (SRL); 3) there is a significant interaction between different teaching approaches (collaborative inquiry learning & conventional learning) and SRL behaviour (high and low) on students' metacognitive awareness. This result recommends that teachers consider aspects of self-regulation and social regulation when applying collaborative inquiry learning to increase metacognitive awareness.
Keywords: Collaborative Inquiry Learning, Metacognitive Awareness, SRL, Pre-Service Elementary Science Teachers