Metacognitive awareness profile of junior high school students in biology learning: an analysis based on planning, monitoring, and evaluating aspects

Riska Fitriani; Angsoka Dwipayana Marthaliakirana; Rr Efya Salma Sulistya; Salsa Putri Maharani; Naila Malca Amadia Yusa; Safitri Safitri; Revalia Artha Mafilido

doi:10.21831/edubio.v13i1.30176

Metacognitive awareness profile of junior high school students in biology learning: an analysis based on planning, monitoring, and evaluating aspects

Riska Fitriani, Universitas Sultan Ageng Tirtayasa, Indonesia
Angsoka Dwipayana Marthaliakirana, Universitas Sultan Ageng Tirtayasa, Indonesia
Rr Efya Salma Sulistya, Universitas Sultan Ageng Tirtayasa, Indonesia
Salsa Putri Maharani, Universitas Sultan Ageng Tirtayasa, Indonesia
Naila Malca Amadia Yusa, Universitas Sultan Ageng Tirtayasa, Indonesia
Safitri Safitri, Universitas Sultan Ageng Tirtayasa, Indonesia
Revalia Artha Mafilido, Universitas Sultan Ageng Tirtayasa, Indonesia

10.21831/edubio.v13i1.30176

Abstract

Metacognitive awareness plays an important role in Biology learning. It enables students to regulate their cognitive processes through planning, monitoring, and evaluating activities. However, previous studies indicate that the metacognitive abilities of junior high school students tend to be at a low to moderate level. In addition, studies that specifically examine students’ metacognitive awareness profiles using the Metacognitive Awareness Inventory (MAI) in the context of Biology learning at the junior high school level are still limited. Therefore, this study aims to analyze students’ metacognitive awareness profiles based on the aspects of planning, monitoring, and evaluating. This study employed a quantitative approach with a descriptive design, and the research subjects consisted of 120 seventh- and eighth-grade students from SMP Negeri 11 Serang City, selected through purposive sampling. Data were collected using a Likert-scale MAI questionnaire and analyzed descriptively by calculating mean scores and percentages for each indicator. The results show that students’ metacognitive awareness was generally in the moderate category, with variations across classes. The planning aspect showed the highest mean score in Class 7B, the evaluating aspect was highest in Class 7C, and the monitoring aspect was highest in Class 7E. These findings indicate that students exhibit different metacognitive awareness profiles, reflecting variations in how they regulate their learning processes. The findings suggest the need for Biology learning strategies that provide balanced opportunities for students to develop planning, monitoring, and evaluating skills in order to enhance their metacognitive awareness.

Keywords

Biology learning; Junior high school students; Metacognitive awareness

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DOI: https://doi.org/10.21831/edubio.v13i1.30176