The relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject

Abstract

The latest learning in the 21st century requires learners to master various competencies to support their learning process and achieve the expected learning goals. This study aims to determine the relationship between self-regulated learning and learning motivation with metacognitive skills. The research was conducted in May 2020 at SMAN 1 of Tasikmalaya. The research used a quantitative approach to explore the correlation among variables observed involving a population of 177 students of class XI MIPA 1- XI MIPA 5 in academic year 2019/2020. The samples were 43 students selected using simple random sampling technique. Metacognitive Awareness Inventory (MAI) questionnaire adapted from Schraw & Dennison and Motivated Strategies for Learning Questionnaire (MSLQ) adapted from Pintrich & De Groot were used to collect the data. MAI is used to measure metacognitive skills, while MSLQ is used to measure self-regulated learning and learning motivation. MLSQ is a validated isntrumen, while MAI is tested for validity first and the results are valid. The analysis technique used was multiple linear regression tests. The results show that the correlation coefficient (R) was 0.747 and the coefficient of determination (R2) was 0.558. The contribution of self-regulated learning and learning motivation to metacognitive skills amounted to 55.8%.

The development of students’ self-regulated learning through online learning design

“…In the end, motivation, behavior, and metacognition skill lead to its position as the important interrelated factors and able to support the achievement of learning goals (Agustian, Putro, & Putranto, 2018;Mustopa, Mustofa, & Diella, 2020;Sagita & Mahmud, 2019) while MSLQ is used to measure self-regulated learning and learning motivation. MLSQ is a validated isntrumen, while MAI is tested for validity fi rst and the results are valid.…”

The potential of TPACK-based biology learning to improve students' habits of mind

“…This includes open-ended questions, assignments that require problem-solving, and research projects that give students opportunities to explore new ideas, which can indirectly strengthen students' learning independence. Self-regulation as part of habits of mind has a positive correlation with students' learning motivation which can be formed through evaluations or assignments such as making practical reports in inquiry learning (Basey et al, 2020;Mustopa et al, 2020;Raković et al, 2022). This is supported by Costa & Kallick (2008) that students' habits of mind can be formed through types of assignments, even though the tasks carried out by someone are different, all of these tasks can lead to the formation of habits of mind if the tasks are carried out consistently and continuously.…”

Metacognitive Contribution to Biology Pre-service Teacher’s Digital Literacy and Self-Regulated Learning during Online Learning

“…In general, metacognitive abilities can support and direct students' self-regulation in the process of planning, monitoring, evaluating, and motivating students in their learning process (Bahri & Corebima, 2015;Cazan, 2012). Several recent studies have revealed how the role of metacognitive abilities in learning to support students' self-regulated learning (Follmer & Sperling, 2016;Frazier et al, 2021;Hertel & Karlen, 2021;McDowell, 2019;Mustopa et al, 2020;Șuteu, 2021). The contribution of metacognitive ability to the self-regulated learning ability of biology pre-service teacher is supported by each descriptor of the metacognitive ability which includes task definition, goal setting, strategic planning, comprehension monitoring, and strategy regulation.…”

“…In this case, metacognitive awareness and self-regulated learning play a central role (Muijs & Bokhove, 2020). Several relevant studies related to metacognition also indicate that metacognitive abilities positively contribute to selfregulated learning abilities (Çetin, 2017;Cheng, 2011;Follmer & Sperling, 2016;Kongkar, 2021;McDowell, 2019;Muijs & Bokhove, 2020;Mustopa et al, 2020;Simpson & Nist, 1985;Thabrani, 2015). Metacognition can be defined as a person's ability to formulate various strategies to solve various problems through planning, monitoring, and evaluating student cognitive processes (Çetin, 2017;Quigley et al, 2018).…”