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All Journal Jurnal Pelita Pendidikan Jurnal Bioterdidik: Wahana Ekspresi Ilmiah REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Journal of Natural Science and Integration Biosfer: Jurnal Pendidikan Biologi Journal of Biology Education Bioedusiana: Jurnal Pendidikan Biologi Community Education Engagement Journal Biology and Education Journal (BaEJ)
Tengku Idris, Tengku
Universitas Islam Riau
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Physics Social Sciences

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Metacognition and Self-System Among Biology Education Undergraduates at Islamic University of Riau Idris, Tengku; Rahmat, Adi; Hidayat, Topik; Riandi, Riandi
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.36222

Abstract

Metacognition and the self-system are critical components influencing an individual's learning success. The ability to reflect on and regulate one’s learning processes must be accurately identified and assessed to support instructional planning that enhances these skills. This descriptive study aims to examine the metacognitive abilities and self-system of fifth-semester students enrolled in the Biology Education Study Program at the Islamic University of Riau. Utilizing a survey method, data were collected from a sample of 30 students, consisting of 6 males and 24 females. The instrument, a questionnaire based on Marzano’s Taxonomy and comprising three indicators per variable, was validated through expert review. Data were analyzed using percentage-based categorization and further examined through a Pearson product-moment correlation test via SPSS 22. Results indicated that all metacognitive indicators fell into the high category, with clarity monitoring achieving the highest score (80.27%) and process monitoring the lowest (77.87%). For the self-system, examining importance and emotional response were categorized as high, while efficacy was rated moderate. A significant positive correlation was found between metacognition and the self-system (r = 0.536), with the regression equation Y = 36.662 + 0.478X. These findings suggest that students exhibit high levels of both metacognitive and self-system abilities, which are significantly interrelated.Keywords: biology education, metacognitive, self-system, undergraduate
Co-Authors Adi Rahmat Amnah, Sri Desti Desti Fitri Arsih Herlina Safitri M. Syahrum Sujudi Mahmudah, Nurhayatun Nur Sedala Putri Nurkahairo Hidayati Nurkhairo Hidayati Nursyahrani Lasmana Nurul Fauziah Peny Husna Handayani, Peny Husna Rendra Cahyana Restesa Rahmayumita Riandi Riandi Sarah Riswanti Sepita Ferazona Sepita Ferazona Siti Robiah Sri Amanah Sri Amnah Sri Miranti, Rahayu Sukarni Sukarni Suryanti Suryanti Suryanti Suryanti Suryanti Syarifah fazira Topik Hidayat