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All Journal Jurnal Akademik Pendidikan Matematika Indonesian Educational Research Journal
Satoshi Kusaka
Naruto University of Education
Computer Science & IT Education Mathematics

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Analysis of Metacognitive Characteristics in Japanese University Students of Teacher Education Using the Metacognitive Awareness Inventory Satoshi Kusaka; Shino Manabe
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.96

Abstract

The aim of this research was to shed light on the metacognitive profiles of students attending a teacher education university in Japan and to provide insights for curriculum design that enhances these skills. Data were collected in October 2023 from 146 first- and third-year students enrolled in teacher education programmes at a university, Japan, using the 52-item Metacognitive Awareness Inventory for Adults (MAI) administered online with a six-point Likert scale. The MAI is a widely used self-report instrument that captures perceived metacognitive awareness across subdomains of knowledge of cognition and regulation of cognition. Because it assesses perceptions rather than directly observed behaviour, findings should be interpreted as self-reported tendencies. Descriptive statistics and Pearson correlations were computed for MAI subdomains. Participants generally perceived themselves as possessing strong metacognitive abilities (overall mean = 3.98/6), with metacognitive knowledge slightly higher than metacognitive regulation. Procedural knowledge was strongly associated with monitoring (r = .62, p < .01) and evaluation (r = .52, p < .01), suggesting that students who report stronger strategy-use knowledge also report more frequent self-checking and post-task reflection. Monitoring correlated positively with debugging (r = .56, p < .01), whereas debugging correlated negatively with evaluation (r = −.50, p < .01), indicating a possible tension between immediate error correction and broader reflective assessment. These findings imply that teacher education curricula should pair explicit strategy instruction with structured opportunities for monitoring and post-task evaluation to strengthen balanced metacognitive regulation.
Students’ Mathematical Literacy Based On Visual Learning Style At Junior High School Lussy Midani Rizki; Yaya S. Kusumah; Elah Nurlaelah; Satoshi Kusaka
Jurnal Akademik Pendidikan Matematika Volume 9, Nomor 2, November 2023
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Dayanu Ikhsanuddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55340/japm.v9i2.1579

Abstract

Mathematical literacy is the ability that students must have to face 21st-century challenges. Related to this, students have learning styles that influence the way students absorb and process information, namely: Visual, auditory, and kinesthetic. This research focuses on describing the mathematical literacy of junior high school students in each indicator classified from the visual learning style. This type of research is descriptive qualitative research. The steps in this study were to compile the learning style questionnaire sheet and mathematical literacy tests; ask students to fill out questionnaires and ability tests; and analyze the results of the learning style questionnaire and student answers on mathematical literacy tests. The subject of the study consisted of 49 class VIII junior high school students, and then the subject was reduced to 6 students. The findings show that: 1) Students with visual learning styles have mathematical literacy in the range of levels 1 to level 2; 2) Visual students have characteristics of answering briefly and difficulty choosing words. The results of this study can be used as consideration in determining treatment in the teaching and learning process in class to increase student mathematical literacy.
Co-Authors Elah Nurlaelah Lussy Midani Rizki Shino Manabe Yaya S. Kusumah