<![CDATA[This study aims to test the feasibility and analyze the characteristics of the instrument, as well as to measure the metacognition ability profile of each student and generally using a moodle-based self-assessment instrument. The research model used is ADDIE. The research data were obtained through expert validation, student responses, student answers to metacognition ability test questions, and the MCA-I questionnaire. Data were analyzed using the descriptive percentage technique. The results showed that the moodle-based self-assessment instrument was declared very feasible to measure students' metacognition abilities with a percentage of 92.14%. The self-assessment developed has general and specific characteristics. The general characteristics are; 1) valid; 2) reliable; 3) have a proportional level of difficulty; 4) has a good discrimination index, while the specific characteristics are: 1) based on moodle; 2) able to measure students' metacognition abilities by assessing themselves; 3) able to encourage students to use knowledge and metacognition strategies; 4) questions are contextual, clear, concise, and firm; 5) accompanied by pictures, graphs, and tables that make it easier for students; 6) the media is creative, interesting, and can motivate students; 7) objective; 8) economical and flexible; 9) practical; and 10) communicative. Based on the question test of metacognition ability, the profile of students' metacognition abilities, among others: 3 students are at level 1 with a percentage of 10.71%, 1 student is at level 2 with a percentage of 3.57%, and 8 students each at the ability level metacognition 3, 4, and 5 with a percentage of 28.57%. Based on the MCA-I Questionnaire, it was found that students generally had a well-developed metacognition profile with a percentage of 81.81%. The conclusion of this research is that self-assessment development products are found to be valid and reliable and able to measure students' metacognition ability profiles well.]]>
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