The Effect of Metacognitive Ability on Learning Outcomes of Geography Education Students

Faisal Arif Setiawan (Faculty of Teacher Training and Education, Universitas Lambung Mangkurat)
Deasy Arisanty (Faculty of Teacher Training and Education, Universitas Lambung Mangkurat)
Karunia Puji Hastuti (Faculty of Teacher Training and Education, Universitas Lambung Mangkurat)
Akhmad Munaya Rahman (Faculty of Teacher Training and Education, Universitas Lambung Mangkurat)

Indonesian Journal on Learning and Advanced Education (IJOLAE)
Vol. 2, No. 2, July 2020

The objective of this study was to analyze the effect of metacognitive ability to improve the geography learning outcomes. This research is expo facto with a quantitative approach. Data was collected from 55 students from the geography education department. Data collection methods used in this study was questionnaires and documentation. The results showed that the metacognitive abilities of students had an average value of 44.57 or that metacognitive abilities were an insufficient category. There was a significant influence of metacognitive abilities on student learning outcomes as evidenced by t count = 6.508 > t table = 1.674. The contribution of the influence of metacognitive abilities on biogeography learning outcomes was equal to 0.444 or 44.4%, while the remainder of 66.6% was influenced by other factors.