Metacognitive Awareness Inventory Research Articles

Üniversite Öğrencilerinin Kişilik Özellikleri ile Akademik Başarı Arasındaki İlişkide Üstbilişsel Süreçlerin Aracılık Rolü

Academic achievement, which has a critical role in preparing students for their future careers and being successful in many competitive fields, is undoubtedly one of the most important outcomes of their formal education life. For this reason, researches are conducted on many internal and external factors that contribute to the academic achievement of students. In this study, the mediating role of metacognitive processes in the relationship between university students' personality traits such as responsibility, openness to experience, agreeableness, neuroticism and extraversion and academic achievement was tested. Structural equation modeling was used in the research. The population of the research includes students attending the faculty of education of a state university located in the west of Turkey. The sample consisted of 1207 students determined by stratified sampling method. The Metacognitive Awareness Inventory developed by Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı and Çetin (2007) to measure students' metacognition in the study and the Adjective-Based Personality Test developed by Bacanlı, İlhan, and Aslan (2007) was used to measure students' personality traits. The personal information form developed by the researcher was used for demographic information and the general academic grade point average was used to determine the academic achievement of the students. As a result of the research, emotional instability and agreeableness dimensions of personality have a negative and significant relationship with metacognition; openness to experience and responsibility factors have a positive and significant relationship with metacognition. On the other hand, it was found that extraversion did not have a significant relationship with metacognition. It was determined that there was a positive and significant relationship between metacognition and academic achievement. The research hypothesis that metacognition plays a mediating role in the relationship between university students' personality traits such as responsibility, openness to experience, agreeableness, neuroticism and academic achievement has been confirmed. Factors other than extraversion of personality traits affect students' metacognition, and metacognition affects academic success. The relationship between personality and academic achievement is established through metacognition.

The Relationship between Metacognitive Awareness and Academic Success of Medical students at Shahid Beheshti University of Medical Sciences

Introduction: Students' academic success is one of the important indicators of evaluating the performance of the higher education system. One of the factors influencing academic success is metacognitive awareness and knowledge and control of thinking and cognition. Therefore, assessment of its status helps in planning its promotion. The study aimed to investigate the relationship between metacognitive awareness and academic success of medical students at Shahid Beheshti University of Medical Sciences. Methods: Pearson parametric correlation was performed after stratified sampling method concerning 255 medical students with Metacognitive Awareness Inventory (MAI) of Schraw & Dennison (1994) with eight subscales and scoring of zero (incorrect) and one (correct). For academic success, the total grade point average was measured. The reliability and validity of the inventory were also determined. Result: Out of 255 participants, 95 (37.3%) were male and 160 (62.7%) were female. The minimum and maximum ages were 19 and 26 years, respectively. Totally, 85 first-year students, 85 after-the-basic-sciences exam students, and 85 senior learners were present. The lowest and highest grade point averages were 10.9 and 19.6, respectively. The relationship between academic success and metacognitive awareness in general in all students using Pearson correlation coefficient was 0.791 at a significant level of 0.0001. There was the highest correlation between GPA and subscales of real knowledge as for metacognition and metacognition control, and information management. In all students, the highest mean rank of metacognitive skills was related to the dimension of performance effectiveness and strategy analysis. Conclusion: There exists a relationship between students' metacognitive awareness and academic success at Shahid Beheshti University of Medical Sciences which can be used in educational planning.

Role of metacognitive strategies in professional activities among military students

Introduction. Metacognition is a complex social cognitive model and scholars tend to agree that it is important to study the various aspects of the phenomenon, including self-regulation processes. Capacity to acquire new abilities or skills, or modifying behaviour by accepting the riskiness associated with duties is significant for military students. In forging their self-regulation, individuals contribute to social competence and social navigation that are important for military professions. Specifically, military leaders must deal with the added complexity of strategy and have a low degree of autonomy. The aim of the current study is to analyse relations between metacognitive indicators and self-regulation among military students. Materials and methods. 180 male students between the ages of 19 and 24 were recruited from a military institution (Russia). The research design included two steps. Firstly, the impact of metacognitive strategies on self-regulation among military students was studied by using multiple regression analysis. Secondly, the study involved two comparable groups of participants with high and middle levels of self-regulation (Type of Self-Regulatory Behaviours Test). In order to measure metacognitive strategies among military students, a number of diagnostic methods were applied: Individual Reflexivity Measure, Metacognitive Awareness Inventory, Self-report of Metacognitive Knowledge and Activity. Correlations between metacognitive parameters were calculated within each group of participants. Results. The study found multiple correlations between metacognitive strategies and self-regulation. Four primary metacognitive strategies were identified which contribute to self-regulation behaviour among military students. Specifically, the only parameter of metacognitive awareness of activity correlated positively with self-regulation variations (0,46), while the reflexivity component had the most negative contribution (-0,61). Scores for structure organization increased with the level of self-regulation among military students (p<0,05). Discussion and conclusion. One of the most important competencies for military education is self-regulation, which promotes externally oriented behaviour in military students. Acquiring new abilities or skills, or modifying habits by accepting the social complexity becomes progressively more significant for man in military professions. The current study sought to obtain a deeper understanding of the impact of metacognitive strategies on self-regulation in order to integrate metacognition components into an educational environment. The relationship between metacognitive strategies and the self-regulation scale among military students has an organized structure, which generally indicates the integration of this process during their study at military institutions.

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

Metacognitively aware university students exhibit higher creativity and motivation to learn

The relationship between metacognition and intrinsic motivation and the relationship between intrinsic motivation and creativity are well established in the current research. However, little is known about the role of metacognition in extrinsic motivation and the results of correlational analyses between metacognition and creative outcomes are often contradictory. The aim of the present study was to explore the differences in learning motivation and creativity between students with different levels of metacognitive awareness. Three hundred and eighty-one university students completed the metacognitive awareness inventory (MAI) and academic motivation scale (AMS-C28), and performed four verbal creativity tasks (product improvement task, consequences task, unusual uses, and similarities test). A non-hierarchical cluster analysis identified two specific groups of participants based on their metacognitive awareness; students with higher levels (40,4% of participants) and lower levels (59,6% of participants) of reported metacognitive awareness. Students with higher levels of metacognitive awareness were more intrinsically and extrinsically motivated to learn and exhibited less amotivation (with a large effect size, ηp2 = 0.21). Moreover, the metacognitively aware students achieved higher overall scores in creative thinking tasks (with a small effect size, ηp2 = 0.03). The subsequent analyses of the individual creativity tasks identified significant differences in the product improvement task and similarities test, but not the consequences and unusual uses tasks.

Analisis Korelasi Keterampilan Metakognitif dengan Hasil Belajar Kimia Siswa

The research aimed to analyze the correlation between metacognitive skills with students' chemistry learning outcomes. The research method used is descriptive correlational with data collection techniques through observation to measure the implementation of learning models, test to measure the students' achievement and metacognitive skills, and a questionnaire to measure students' Metacognitive Awareness Inventory (MAI). This research used a simple random sampling technique of 31 students from XI MIPA 1. The data analysis technique was the percentage, n-gain, analysis of normality by Shapiro-Wilk, the correlation analysis by Product Moment Pearson and Regression Linear using the IBM SPSS Statistics 21 application. The result showed that 1) the average percentage implementation of the learning models respectively at meetings 1 and 2 was 96.9% and 97.8% respectively with very good category, 2) metacognitive skills trained were conveyed very well, supported by the average MAI that is good and the average of N-Gain percentage of metacognitive skills and students' achievement were categorized in the high category, 3) had a positive correlation with a coefficient correlation value of 0,952 (there is a high relationship between variables), and R square of 0,907, and, 4) the linear formula equation is y = -24,922 + 1,223X.

Validating metacognitive awareness inventory (MAI) in chemistry learning for senior high school: A rasch model analysis

This study aims to validate metacognitive instruments, which include eight indicators of declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, and evaluation. The validation method uses Rasch modeling (Item Response Theory), namely Map analysis Wright (Person-item Map), Measure DIFF, Validity (Fit Statistics for The Draft Questionnaire), Reliability Cronbach Alpha (Summary statistics). Results map analysis wright shows the distribution of items and the power of discrimination are categorized as good with the logit value around 1.0. The curve Measure DIFF and the probability value indicate that the thing does not have an element of distinguishing gender characteristics if the probability value is above 0.05. The assessment instrument's validation showed an infit-outfit of 0.5 MNSQ 1.5, an infit-outfit value of 0.5 ZSTD 1.5, and a value of 0.4 PTMEA 0.85. Furthermore, the reliability of the instrument category is excellent, with a Cronbach alpha of 0.94. In conclusion, the MAI instrument in chemistry learning was feasible to measure the metacognitive abilities of high school students.

Comparison of indicators of metacognitive awareness of doctors at different stages of education

Introduction. Metacognition is essential for developing clinical thinking skills. Metacognitive skills are widely regarded as important for doctors, but they are rarely formed and evaluated in higher medical school. To solve this problem, it is required to determine how the cognitive, regulatory and reflexive indicators of metacognitive awareness in doctors change throughout their professional life. This work aims to study the metacognitive awareness of doctors at different stages of professional education. Methods. The study involved 1st-year students of the Department of General Medicine (N=48), medical residents (N=44), and doctors enrolled in advanced training cycles (N=34) of the Yaroslavl State Medical University. To study the cognitive, regulatory and reflexive indicators of metacognitive awareness, the following methods were used: "Metacognitive Awareness Inventory" (G. Schraw, R. Dennison, adaptation by E.Yu. Savin, A.E. Fomin), "Assessment of metacognitive knowledge and metacognitive activity" (Yu.V. Poshekhonova, M.M. Kashapov), "Methodology of the level of expression and direction of reflection" (M. Grant). Research results. Significant differences were revealed in metacognitive awareness indicators at the initial and final stages of higher education (U=800.0, p≤0.05). According to the results of the study, it was found that the higher the stage of higher professional education is, the higher is the ability to manage information (U=783.0, p≤0.05), choose the main ideas (U=800.0, p≤0.05) and control errors (U=790.0, p≤0.05). Moreover, indicators of socio-reflection are more pronounced (U=702.5, p≤0.01). The doctors enrolled in further education courses have a high level of metacognition. The significant differences were found in terms of the following indicators: metacognitive knowledge (U=309.5, p≤0.001), metacognitive activity (U=295.5, p≤0.001), concentration (U=417.5, p≤0.001), acquisition of information (U=275.5, p≤0.001), choice of main ideas (U=528.5, p≤0.05), and time management (U=338.0, p≤0.001). There are no significant differences in the reflexive component of the metacognitive awareness of doctors at the stage of additional professional education and the final stage of higher education. Conclusion. All indicators of metacognitive awareness among doctors are formed at the stage of higher education. The reflexive component of metacognitive awareness helps to adapt to the changing conditions of obtaining additional professional education. Metacognitive awareness, with the help of which doctors are aware of their own thoughts and use the best ways to solve problematic situations, allows them to cope with difficulties in the learning process and in professional activity.

Metacognitive Awareness and Academic Self-Regulation of HEI Students

The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison’s questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson’s and Spearmen’s rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.

«Aprendiendo a aprender» en el Aula Invertida Extendida: una evaluación sobre los efectos de la enseñanza interactiva en el conocimiento y la regulación cognitiva de estudiantes de Medicina

IntroductionThe evidence regarding the effects of the Inverted Classroom on students’ metacognitive skills is limited. This study evaluates these effects on student perceptions about knowledge and cognitive regulation during a surgical course. MethodsWe measured student perceptions before and after a conventional Inverted Classroom in surgery using the Metacognitive Awareness Inventory. We evaluated the mean differences between the scores of the two measurements using Student's t-test (p<0.05), and the size of the effect on knowledge and cognitive regulation using Cohen's d test (95%CI). ResultsA total of 158 students (pre-intervention) and 155 students (post-intervention) were included in the analysis. Significant differences were found (p<0.05)in, as well as positive effects on, the students’ abilities to know their own learning (declarative knowledge) (d=0.24; 95%CI, 0.02-0.47), to use learning strategies (procedural knowledge) (d=0.19; 95%CI, –0.02 to 0.41) and to understand when and why to use these strategies (conditional knowledge) (d=0.20; 95%CI, –0.01 to 0.42), in addition to the abilities to plan (d=0.31; 95%CI, 0.09-0.53) and to evaluate their learning (d=0.31; 95%CI, 0.08-0.53). ConclusionsThe Inverted Classroom has positive effects on metacognitive skills according to students’ perceptions. Further studies are required that compare these effects with other methodologies for teaching in the classroom and the workplace.

Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria

This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.

Failure attributions and metacognitive awareness of EFL learners

Foreign language learners’ failure in learning English despite many years of language instruction in state schools has been a widely discussed topic. However, relatively few studies have attempted to explore possible effects of failure attributions and metacognitive awareness on language learning. As metacognitive awareness is an acknowledged prerequisite for language performance and as attributions determine future expectancy for success in language learning, the relationship between both concepts deserves closer attention. This case study, conducted with 218 Turkish EFL learners in an upper secondary state school in Turkey, aims to reveal language learners’ failure attributions and their metacognitive awareness levels, and investigates the relationship between both variables. To this end, the Metacognitive Awareness Inventory and the Multidimensional-Multiattributional Causality Scale were translated into and applied in Turkish. Descriptive statistics, t-tests, one-way ANOVA and Pearson correlation test were run for data analysis. The findings indicated that language learners have high metacognitive awareness levels and explain their failure in learning English with their lack of effort. A weak negative correlation among achievement attributions and metacognitive awareness levels was also revealed.

Metacognitive process and levels of physical activity in university students

Background: Cognitive processes are associated with Systematic Physical Activity (SPA). However, few studies have evaluated the relation between SPA and Metacognition (MC). Objectives: (1) to study the effect of the SPA levels on MC, and (2) to explore the covariance of gender. Method: Through a Non-Experimental design and with intentional sampling, 270 university students participated (Mage= 25.3, SD= 1.5, min= 18, max= 51), 209 men (77.4%), and 61 women (22.6%). The International Physical Activity Questionnaire-Short Form (IPAQ-SF) and The Metacognitive Awareness Inventory were completed. The MANOVA showed that SPA levels significantly affected MC. The MANCOVA did not show a gender effect. Results: The main effects indicated that moderate and vigorous SPA levels favor MC. Differences were observed between the low vs vigorous SPA levels (p= .035, 95% CI [-1.49, -0.03]) in the knowledge of cognition factor. Similarly, there are differences in the regulation of cognition between low vs moderate SPA levels (p= .013, 95% CI [-1.86, -0.16]), and low vs vigorous (p= .044, 95% CI [-1.72 , -0.15]). Conclusions: moderate and vigorous SPA levels favor CM, mainly the regulation of cognition. In contrast, the vigorous SPA level favors the knowledge of cognition.

Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI. Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was analyzed using the Wright map based on the Rasch model. The analysis results show that the student’s average ability is 1.00 logit higher than the item difficulty level. The students’ abilities ranged from -1.34 to 5.98 logit, and the item difficulty level ranged from -0.51 to 0.70. In general, it appears that most students tend to agree more easily with the statements in HeTMAI.

The Relation of Metacognition, Personality, and Foreign Language Performance

Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.

Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

Metacognitive awareness is a variable that is thought to affect beliefs in problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.

The Relationships between Metacognition and Reading Strategies: The Case of English-Majored Students at a Private University in Vietnam

&lt;p style="text-align:justify"&gt;Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by arguing that this relation is comprised of several sub-relations. Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted among 92 English as Foreign Language students at a Vietnamese university. This study highlights 3 major findings. First, metacognition processes do not merely mean “cognition about cognition”. Second, while previous studies tended to portray metacognition as a whole, it is argued in this study that it is constituted by two main clusters (knowledge of cognition and regulation of cognition) which can be further specified into eight sub-components. Third, there seem to be some sub-linearities that underpin students’ metacognition and that influence their uses of reading strategies. These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students to exercise their own metacognition.&lt;/p&gt;

The Effect of Middle School Students' Metacognitive Awareness and Logical Thinking Skills on Success in Mathematics Course

The aim of this study is to investigate The effect of logical thinking skills on the success of mathematics course at the Metacognitive Awareness of Secondary School Students. The research was conducted in the Siirt city centre of Fevzi Çakmak Secondary School with 120 5th, 6th, 7th and 8th grade students in 2018-2019 education year. The data were collected through both Metacognitive Awareness Inventory Schraw ve Dennison (1994) and the Test of Logical Thinking Skills Tobin and Capie (1981). During the research, the collected data were analyzed using Pearson product-moment correlation coefficient, independent samples t-test, and linear regression on SPSS. According to the results, a positive effect is evident the success of mathematics course metacognitive awareness and logical thinking skills. There is a significant relationship between metacognitive awareness and grade point average mathematics (GPAM) scores. In addition, there is a considerable relationship between logical thinking skills and GPAM scores. The research results suggest that metacognitive awareness and logical thinking skills are positive predictors of mathematics academic achievement. Also, it was examined whether mathematics academic achievement, metacognitive awareness and logical thinking skills differ according to gender. Results show that secondary school students’ mathematics academic achievement and metacognitive awareness levels differ significantly in terms of gender. Female students are more successful than male students. Besides, female secondary school students’ metacognitive awareness levels are higher than that of male students. Also, the significant relationship was found between logical thinking skills with respect to the gender.

Relation between Subjective Measures of Metacognitive Awareness and Implicit Bias Among U.S. Undergraduate Students

Objective. e purpose of the present study was to explore the relation between subjective measures of metacognitive awarenessand implicit bias, and to investigate whether metacognition is a viable pathway to meet the two objectives. Method. A sampleof U.S. undergraduate students (N = 117) completed self-report measures of implicit bias (Situational Attitude Scale) andmetacognitive awareness (Metacognitive Awareness Inventory). Correlational analyses, Pearson’s r coefficients, and a hierarchicallinear regression analysis were conducted to address the research objectives. Results. Findings revealed that implicit bias andmetacognitive awareness were related, and that conditional knowledge, comprehension monitoring, information management,debugging, and evaluation led to decrements in negatively charged implicit bias. Conclusion. Evidently, metacognition is a viablepathway for raising awareness of one’s implicit biases and subsequently mitigating them through the development of tailorededucational interventions.

Analisis Korelasi Keterampilan Metakognitif dan Minat Belajar terhadap Hasil Belajar Siswa pada Materi Kesetimbangan Kimia

The purpose of this study was to analyze the correlation between metacognitive skills and learning interest in student learning outcomes in the sub-material equilibrium shift reaction. The method used is the descriptive correlation using test and questionnaire data collection techniques. The research subjects were 31 students of grade 11 IPA 6 at SMAN 1 Cerme in Gresik. Metacognitive skills data were obtained from metacognitive skills tests supported by MAI (Metacognitive Awareness Inventory) questionnaires, data on learning interest were obtained from questionnaires, and learning outcomes data were obtained from student learning outcomes tests. The analysis carried out is a statistical test. The tests conducted consisted of the Shapiro-Wilk normality test and hypothesis testing used multiple linear regression analysis. The result of this study shows positive and significant correlation between metacognitive skills and learning interest toward the students' learning outcomes both in partial and simultaneously in chemical equilibrium, submaterial shift of chemical equilibrium, the effects of the independent variable are 76,6%, while other factors outside the research variables influenced the other 23.4%.