Abstract
Metacognitive are very important in guiding the learning process. Good cognitive performance is determined by adequate knowledge and the presence of proper awareness and control over that knowledge. This research aims to determine prospective science teachers' metacognition profiles. The study was conducted on 78 students in The Basic Physics Course in the Science Education Program Universitas Sebelas Maret. Data was obtained through the Metacognition Awareness Inventory (MAI), which contains eight sub-components of metacognition. Data triangulation using crosscheck assignments and students' statements in the discussion forum. The MAI measurements showed that prospective students of science teachers had moderate metacognition of 8,97%, bad 87,18%, and very bad 3,85%. The metacognition sub-aspect with the lowest score was evaluation (47,08%), and the highest was debugging (54,44%). MAI results are supported by assessing students' assignments and analyzing students' statements in the discussion forum. 91,03% of students fall into bad and very bad metacognition (score < 55%) or at tacit use level. The results indicate the need for a learning model that trains the students to improve their metacognition.
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