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All Journal Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal for Health Sciences (IJHS) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Kesehatan Tambusai Jurnal Riset dan Inovasi Pembelajaran Kognitif: Jurnal Riset HOTS Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Journal of Advanced Sciences and Mathematics Education Innovative: Journal Of Social Science Research Jurnal Ilmu Pengetahuan dan Teknologi Bagi Masyarakat
Ma'rufi, Ma'rufi
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Humanities Chemistry Computer Science & IT Dentistry Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Determinants of Students’ Mathematics Achievement: The Roles of Critical Thinking, Self-Efficacy, and Metacognitive Awareness Through Achievement Motivation Sadat, Anwar; Alam, Syamsu; Ma'rufi, Ma'rufi; Taufiq, Taufiq
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.4128

Abstract

This study examines whether students’ internal factors, namely critical thinking ability, self-efficacy, and metacognitive awareness, contribute to mathematics achievement directly and indirectly through achievement motivation. This study therefore aimed to analyze the direct and indirect effects of critical thinking ability, self-efficacy, and metacognitive awareness on mathematics achievement through achievement motivation among 121 eighth-grade students. A quantitative ex post facto design was employed, and the data were analyzed using path analysis to investigate the proposed causal relationships. Descriptive findings showed that students’ critical thinking ability was at a moderate level (M = 75.6), self-efficacy was high (M = 61.5), metacognitive awareness was high (M = 89.3), and achievement motivation was moderate (M = 58.4). However, mathematics achievement was also only at a moderate level (M = 59.6). The results revealed that critical thinking ability had a significant direct effect on mathematics achievement (β = 0.1470, p = 0.045). By contrast, self-efficacy (β = -0.0906, p = 0.785), metacognitive awareness (β = 0.0927, p = 0.561), and achievement motivation (β = 0.3753, p = 0.141) did not show significant direct effects on mathematics achievement. In the first path model, only self-efficacy (β = 0.9256, p < 0.001) and metacognitive awareness (β = 0.1274, p = 0.027) significantly predicted achievement motivation. Overall, the model explained only 3.07% of the variance in mathematics achievement (R² = 0.0307). These findings indicate that critical thinking ability is the only variable in the model that significantly predicts mathematics achievement, while other factors outside the model may have a more substantial role.
Co-Authors Anugrah, Dian Anwar Sadat Asmita, Ita Ekawati, Shindy Fahrul Basir Hasrianto Ikram, Muhammad Ikram, Muhammad Ikram Ismayanti Istanto Iswan Iswan Jumriani, Jumriani Londok, Inggrit Fredrika Vira Lusina, Elkana Misliarna, Misliarna Montolalu, Freddy Chandra Muhammad Ilyas Muhammad Ilyas Patmaniar, Patmaniar Rahmat Hidayat Ramli Ramli Rismala, Rismala Ritmala Rosfiana, Wiwi Salwah Seti, Sirikanya Sudirman Sudirman SYAMSU ALAM Syamsuddin -, Syamsuddin Taufiq Taufiq Wahidin Ashari, Nur Zamli