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All Journal Pedagogy Review
Wardah Mashfiyah
Universitas Islam Negeri Sunan Kudus

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Epistemological Beliefs, Classroom Climate and Deep Learning: The Role of Metacognitive Awareness M. Nur Ghufron; Didi Nur Jamaluddin; Wardah Mashfiyah; Siti Robia’ah Adawiyyah
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp558-569

Abstract

This research aims to determine whether epistemological beliefs, classroom climate, and metacognitive awareness directly influence deep learning, and whether metacognitive awareness mediates the influence of epistemological beliefs and classroom climate on deep learning. The study population included all students at Madrasah Aliyah (Senior High School) in Central Java. This study used convenience sampling. The study obtained 418 samples. Data were collected using a questionnaire in the form of a scale. The study used four scales: deep learning, epistemological beliefs, classroom climate, and metacognitive awareness. This study used a Structural Equation Model analyzed with the AMOS program. The results showed that epistemological beliefs significantly influenced metacognitive awareness (β = -0.107, p 0.05) and deep learning (β = -0.156, p 0.05). Class climate variables significantly influenced metacognitive awareness (β = 0.206, p .05) and deep learning (β = 0.238, p .05). The metacognitive awareness variable had a significant influence on deep learning (β= 0.435, p 0.05) Keywords: Deep learning, Belief in knowledge, Belief in learning, Epistemological beliefs, Classroom climate and Metacognitive awareness. 
Co-Authors Didi Nur Jamaluddin M. Nur Ghufron Siti Robia’ah Adawiyyah