Abstract

This study analyzes the influence of self-efficacy, learning attitude, and learning independence on students' metacognitive awareness and skills. The research employs a non-experimental quantitative design through a cross-sectional survey involving 340 Indonesian high school students. The findings, based on Structural Equation Modeling analysis, reveal that learning attitude influences metacognitive awareness but not metacognitive skills. Learning independence has a significant direct effect on both metacognitive awareness and skills, with metacognitive awareness serving as a key mediator linking these factors to metacognitive skills. Conversely, self-efficacy does not show a significant effect on either metacognitive awareness or skills. The study also indicates no significant differences in the influence between latent variables based on gender. These findings underscore the critical role of learning attitude and learning independence in enhancing metacognitive abilities. The results provide practical implications for educators and policymakers to design strategies that support reflective and independent learning, thereby fostering the development of higher-order thinking skills essential for academic success and lifelong learning.

Keywords

References

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