<![CDATA[The purpose of this study is to describe the validity of the metacognitive awareness instrument which includes metacognitive knowledge and regulation. The metacognitive awareness instrument is in the form of a questionnaire consisting of 52 statements. This study is a qualitative descriptive study to assess and obtain the quality of a valid metacognitive awareness instrument to characterize students' metacognitive awareness. The student metacognitive awareness instrument was validated by two psychologists and a linguist. The metacognitive awareness instrument was also empirically validated by involving 28 mathematics education students as respondents. The results of the study show: (1) the validator's assessment of the metacognitive awareness instrument from the aspect of content validity is categorized as valid and reliable (Cohen's kappa = 0.29), (2) the metacognitive awareness instrument is empirically valid (Pearson Correlation > r table) and reliable (Cronbach's alpha = 0.754). These results indicate that the metacognitive awareness instrument can be used to characterize the metacognitive awareness of prospective mathematics teacher students.]]>
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