<![CDATA[Student learning achievement is one of the most crucial aspects of mathematicseducation. Various factors have been found to influence this achievement, suchas metacognitive awareness, mathematical disposition, self-efficacy, andreflective thinking. However, previous studies have rarely investigated thesimultaneous effect of these four factors, especially through the mediating roleof reflective thinking. This study aims to: (1) examine the direct effects ofmetacognitive awareness, mathematical disposition, and self-efficacy onreflective thinking; (2) test the direct effects of these variables on mathematicsachievement; and (3) analyze indirect effects on achievement throughreflective thinking. This study uses quantitative-correlational. The studyinvolved 200 students from grades X and XI at SMA 1 Boyolali. Data werecollected using validated questionnaires and mathematics tests, then analyzedusing path analysis. The results showed that metacognitive awareness,disposition, and self-efficacy significantly affected reflective thinking, with acontribution of 66.1%. Additionally, those three factors also had significantdirect effects on mathematics achievement, contributing 67.4%. Furthermore,reflective thinking was found to mediate the indirect effect of metacognitiveawareness, disposition, and self-efficacy on mathematics achievement. Thesefindings contribute to the development of more comprehensive models ofmathematics learning by highlighting the central role of reflective thinking asa mediator.]]>
