Correlation between metacognitive awareness and student learning motivation in biology learning

Muhammad Fajar Sidik; Angsoka Dwipayana Marthaliakirana; Arini Dias Wulandari; Rina Erfiyana; Lina Nurama Sari; Muhamad Daffa Alamsyah; Ifa Afrinadya

doi:10.21831/edubio.v13i1.30261

Correlation between metacognitive awareness and student learning motivation in biology learning

Muhammad Fajar Sidik, Universitas Sultan Ageng Tirtayasa, Indonesia
Angsoka Dwipayana Marthaliakirana, Universitas Sultan Ageng Tirtayasa, Indonesia
Arini Dias Wulandari, Universitas Sultan Ageng Tirtayasa, Indonesia
Rina Erfiyana, Universitas Sultan Ageng Tirtayasa, Indonesia
Lina Nurama Sari, Universitas Sultan Ageng Tirtayasa, Indonesia
Muhamad Daffa Alamsyah, Universitas Sultan Ageng Tirtayasa, Indonesia
Ifa Afrinadya, Universitas Sultan Ageng Tirtayasa, Indonesia

10.21831/edubio.v13i1.30261

Abstract

This study is motivated by the importance of learning motivation and metacognitive awareness in supporting successful learning, particularly given the limited research on the relationship between these two variables among junior high school students. The study aims to analyze the relationship between students' learning motivation and metacognitive awareness in Biology learning. A quantitative approach with a correlational design was employed. The sample consisted of 124 students selected using a total sampling technique. Data were collected using a 52-item metacognitive awareness questionnaire adapted from the Metacognitive Awareness Inventory (MAI) and a 24-item learning motivation questionnaire based on Sardiman’s indicators. Data analysis involved descriptive statistics and simple regression analysis using IBM SPSS Statistics. The results indicate that students' learning motivation falls into the high category (80.00%), while metacognitive awareness falls into the very high category (84.70%). Both instruments were found to be reliable, with Cronbach’s Alpha values of 0.786 and 0.974, respectively. Regression analysis revealed a positive and significant relationship between learning motivation and metacognitive awareness, with a significance value of 0.000 (p < 0.05), a correlation coefficient (R) of 0.65, and a coefficient of determination (R²) of 0.42. This indicates that learning motivation contributes 42% to students' metacognitive awareness, while the remaining 58% is influenced by factors outside the scope of this study. Thus, it can be concluded that there is a positive and significant relationship between learning motivation and students' metacognitive awareness in Biology learning.This finding implies that students with higher learning motivation tend to demonstrate better metacognitive awareness, particularly in planning, monitoring, and evaluating their learning processes. Therefore, strengthening students’ learning motivation may be an important strategy to enhance their metacognitive skills in Biology learning environments.

Keywords

Learning motivation; Metacognitive awareness; Biology learning

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DOI: https://doi.org/10.21831/edubio.v13i1.30261