The Influence of Self-Efficacy on Metacognition Skills of High Grade Students
DOI:
https://doi.org/10.23887/ijee.v7i3.62125Keywords:
Self-Efficacy, Metacognition Skills, High GradeAbstract
Self-efficacy and metacognition skills are two essential variables in achieving learning goals. However, the correlation between the two variables has yet to be discovered. This study aims to analyze and describe the significant effect of self-efficacy on the metacognition skills of high-class elementary school students. A quantitative research method with an ex-post facto or causal-comparative approach was used in this study. The study population was 88 students, and the sample was 72 students. Data were collected using questionnaires and documentation studies. Data analysis techniques used descriptive statistics and simple linear regression. Based on the results of the analysis, it is obtained that the hypothesis test states that there is a positive and significant correlation between self-efficacy and metacognition skills in high-class elementary school students through the Pearson correlation test, a significance value of 0.00 is obtained, which means it is smaller than 0.05, namely 0.00 <0.05, with a positive correlation of 0.784. So that when viewed from the existing degree guidelines, the Pearson correlation is strongly correlated. The obtained value of 10.573 means more significant than the t table value of 1.66629, namely 10.573 > 1.66629, with the acquisition of the regression equation Y = 12.822 + 0.713, which implies that self-efficacy is positively correlated with students' metacognition skills. So self-efficacy affects metacognition skills.
References
Adijaya, M. A., Widiana, I. W., Parwata, I. G. L. A., & Antara, I. G. W. S. (2023). Bloom’s Taxonomy Revision-Oriented Learning Activities to Improve Procedural Capabilities and Learning Outcomes. International Journal of Educational Methodology, 9(1), 261–270. https://doi.org/10.12973/ijem.9.1.261. DOI: https://doi.org/10.12973/ijem.9.1.261
Arifin, S., Mahmud, N., & Sulfianti, S. (2022). Pengaruh Motivasi Belajar dan Kecemasan Matematika terhadap Kesadaran Metakognisi dengan Hasil Belajar Matematika Siswa. Mandalika Mathematics and Education Journal, 4(1), 11–20. https://doi.org/10.35724/mjme.v3i2.3539. DOI: https://doi.org/10.35724/mjme.v3i2.3539
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Dori, Y. J., & Mevarech, Z. R. (2018). Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment. Springer International Publishing. DOI: https://doi.org/10.1007/978-3-319-66659-4
Entoh, H., Abdullah, & Jerry, M. K. (2019). The Influence of Efficacy on Metacognition Awareness Among Primary School Teachers in the Island Zone. International Journal of Education, Psychology and Counseling, 187–203. https://doi.org/10.35631/ijepc.4310016. DOI: https://doi.org/10.35631/IJEPC.4310016
Fauziana. (2019). Pengaruh Self Efficacy Terhadap Kemampuan Memecahkan Masalah Ipa. Jurnal Didactical Mathematics, 2(1), 17–22. https://jurnal.unma.ac.id/index.php/dm/article/view/1963/1659. DOI: https://doi.org/10.47766/itqan.v10i2.499
Hasmatang, H. (2019). Pentingnya Self Efficacy Pada Diri Peserta Didik. In Seminar Nasional Biologi (pp. 96–98).
Hidayat, S., Rojabi, Y. N., & Rahmawati, N. A. (2020). Profil Keterampilan Metakognitif Peserta Didik Pada Konsep Bakteri Kelas X MIPA Di Kota Tasikmalaya. Quagga: Jurnal Pendidikan Dan Biologi, 12(2), 176. https://doi.org/10.25134/quagga.v12i2.2327. DOI: https://doi.org/10.25134/quagga.v12i2.2327
Hidayati, N., Mustofa, R. F., & Putra, R. R. (2021). Hubungan Antara Self-Efficacy dengan Metakognitif Peserta Didik pada Mata Pelajaran Biologi Kelas XI MIPA. Jurnal Pendidikan Biologi, 12(3), 174–181. http://jurnal.unimed.ac.id/2012/index.php/JPB. DOI: https://doi.org/10.17977/um052v12i3p174-181
Huang, X., & Mayer, R. E. (2019). Adding Self-Efficacy Features to an Online Statistics Lesson. In Journal of Educational Computing Research (Vol. 57, Issue 4). https://doi.org/10.1177/0735633118771085. DOI: https://doi.org/10.1177/0735633118771085
Kamaliyah, A., Muharrami, L. K., Yasir, M., & Hadi, W. P. (2022). Analisis Kemampuan Metakognisi Siswa SMP pada Materi Pemanasan Global. Natural Science Education Research, 4(3), 258–266. https://doi.org/10.21107/nser.v4i3.9064. DOI: https://doi.org/10.21107/nser.v4i3.9064
Kurniawan, A., & Affandi, G. R. (2023). Description of Academic Self-Efficacy Of “X” Sidoarjo High School Students. Inquest Journal, 1(1), 24–37. https://doi.org/10.53622/ij.v1i01.135. DOI: https://doi.org/10.53622/ij.v1i01.135
Lestari, L., & Arianto, F. (2021). Pengaruh Strategi Metakognitif Terhadap Self-Efficacy Pada Pembelajaran Sains Kelas V SD. Jurnal Mitra Pendidikan, 5(11), 814–821. https://doi.org/10.52160/e-jmp.v5i11.879.
Mahendrawan, E., Solihat, I., & Yanuarti, M. (2022). Efektivitas Penggunaan LKS Problem Based Learning (PBL) Materi Aritmatika Ditinjau dari Kemampuan Berpikir Kreatif Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(1), 338–347. https://doi.org/10.31004/cendekia.v6i1.1119. DOI: https://doi.org/10.31004/cendekia.v6i1.1119
Mawaddah, H. (2021). Analisis Efikasi Diri pada Mahasiswa Psikologi Unimal. Jurnal Psikologi Terapan (JPT, 2(2), 19. https://doi.org/10.29103/jpt.v2i2.3633. DOI: https://doi.org/10.29103/jpt.v2i2.3633
Mustofa, R. F., & Hidayah, Y. R. (2020). The effect of problem-based learning on lateral thinking skills. International Journal of Instruction, 13(1), 463–474. https://doi.org/10.29333/iji.2020.13130a. DOI: https://doi.org/10.29333/iji.2020.13130a
Novita, D. D., Mustofa, R. F., & Diella, D. (2023). Korelasi Self-Regulated Learning Dan Self Efficacy Dengan Metakognitif Peserta Didik Pada Mata Pelajaran Biologi. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 7(1), 9–21. https://doi.org/10.32502/dikbio.v7i1.5098. DOI: https://doi.org/10.32502/dikbio.v7i1.5098
Oktariani, O. (2018). Peranan self-efficacy dalam meningkatkan prestasi belajar siswa. Jurnal Psikologi Kognisi, 3(1), 45–54. https://doi.org/10.22303/kognisi.3.1.2018.41-50.
Sudirtha, I. G., Widiana, I. W., & Adijaya, M. A. (2022). The Effectiveness of Using Revised Bloom’s Taxonomy-Oriented Learning Activities to Improve Students’ Metacognitive Abilities. Journal of Education and E-Learning Research, 9(2), 55–62. https://doi.org/10.20448/jeelr.v9i2.3804. DOI: https://doi.org/10.20448/jeelr.v9i2.3804
Sugiyono. (2014). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D). Alfabeta.
Susantini, E., Puspitawati, R. P., Raharjo, & Suaidah, H. L. (2021). E-book of metacognitive learning strategies: design and implementation to activate student’s self-regulation. Research and Practice in Technology Enhanced Learning, 16(1). https://doi.org/10.1186/s41039-021-00161-z. DOI: https://doi.org/10.1186/s41039-021-00161-z
Tarsidi, D. (2010). Teori Kognitif Sosial Albert Bandura. Universitas Pendidikan Indonesia.
Tuononen, T., Hyytinen, H., Räisänen, M., Hailikari, T., & Parpala, A. (2022). Metacognitive awareness in relation to university students’ learning profiles. Springer, 18, 37–54. https://doi.org/10.1007/s11409-022-09314-x. DOI: https://doi.org/10.1007/s11409-022-09314-x
Widyantari, N. K. S., Suardana, I. N., & Devi, N. L. P. L. (2019). Pengaruh Strategi Belajar Kognitif, Metakognitif Dan Sosial Afektif Terhadap Hasil Belajar Ipa. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 2(2), 151. https://doi.org/10.23887/jppsi.v2i2.19384. DOI: https://doi.org/10.23887/jppsi.v2i2.19384
Yanjuarisma, A., & Rahaju, E. B. (2021). Proses Berpikir Siswa dalam Memecahkan Masalah Matematika Ditinjau dari Self Efficacy. Jurnal Ilmiah Pendidikan Matematika, 10(1), 45–58. https://jurnalmahasiswa.unesa.ac.id/index.php/mathedunesa/article/view/25554/23429. DOI: https://doi.org/10.33387/dpi.v10i1.2911
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 ASRI DWI DURATUN
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the International Journal of Elementary Education agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
