KORELASI SELF REGULATED LEARNING DAN SELF EFFICACY DENGAN METAKOGNITIF PESERTA DIDIK PADA MATA PELAJARAN BIOLOGI - Novita, Dilla Deliya; Mustofa, Romy Faisal; Diella, Dea (Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2023)
Metakognitif merupakan salah satu hal yang penting dalam pendidikan di Abad 21. Setiap peserta didik dapat memiliki kemampuan metakognitif berbeda-beda yang dipengaruhi oleh banyak faktor, diantaranya adalah self regulated learning dan self efficacy. Tujuan penelitian ini adalah untuk mengetahui korelasi self regulated learning dan self efficacy dengan metakognitif peserta didik pada mata pelajaran biologi. Metode penelitian yang digunakan adalah korelasional dengan populasi seluruh peserta didik kelas XI MIPA. Sampel dipilih menggunakan teknik purposive sampling yakni kelas XI MIPA 3 berjumlah 38 orang. Instrumen yang digunakan adalah angket Metacognitive Awareness Inventory (MAI) untuk mengukur metakognitif peserta didik, angket self regulated learning untuk mengukur self regulated learning, dan angket self efficacy untuk mengukur self efficacy. Analisis data menggunakan uji korelasi berganda. Hasil penelitian menunjukkan ada korelasi yang signifikan antara self regulated learning dan self efficacy dengan metakognitif peserta didik dengan nilai koefisien korelasi sebesar 0,807 yang artinya hubungan ketiga variabel tersebut termasuk dalam korelasi sangat kuat. Selain itu variabel self regulated learning dan self efficacy memberikan kontribusi sebesar 65,2% terhadap metakognitif peserta didik. Metacognitive is one of the important things in education in the 21st Century. Each student can have different metacognitive abilities that influenced by many factors, including self-regulated learning and self-efficacy. The purpose of this study was to determine the correlation of self-regulated learning and self-efficacy with students' metacognition in biology subjects. This research was used a correlational method. The population in this research are all students of class XI MIPA. The sample used was selected using a purposive sampling technique, namely class XI MIPA 3 which amounted to 38 people. The instruments used were the Metacognitive Awareness Inventory (MAI) questionnaire to measure the metacognitive of students, the self-regulated learning questionnaire to measure self-regulated and the self-efficacy questionnaire to measure self-efficacy. Data analysis used multiple correlation test. The results showed that there was a significant correlation between self-regulated learning and self-efficacy with students’ metacognitive. Obtained correlation coefficient of 0.807, which means that the relationship between the three variables are very strong correlation. In addition, the coefficient of determination was 0.652, which means that the self-regulated learning and self-efficacy variables contributed 65.2% to the metacognitive of students.