<![CDATA[This study aims to examine the extent to which metacognitive awareness, self-efficacy, and learning motivation influence the scientific literacy achievement of 11th-grade students at SMAN 1 Gowa and SMAN 9 Gowa. A quantitative approach with a correlational ex post facto design was applied in this research. A total of 65 students were selected as the sample through a cluster random sampling procedure. Data were collected using Likert-scale questionnaire instruments to measure the three predictor variables, as well as tests to assess scientific literacy. All instruments were validated by experts and empirically tested, with adequate reliability indicated by Cronbach’s Alpha coefficients greater than 0.70. The analysis techniques used included descriptive statistics and multiple linear regression assisted by SPSS version 25. The findings confirm that the three independent variables significantly and positively influence students’ scientific literacy. Among them, metacognitive awareness emerged as the strongest predictor (β = 0.473; p < 0.001), followed by learning motivation (β = 0.384; p = 0.002) and self-efficacy (β = 0.252; p = 0.043). The obtained coefficient of determination (R² = 0.261) indicates that the three variables collectively explain 26.1% of the variance in scientific literacy. Practically, these findings highlight the need for educators to integrate metacognitive strategy training into instruction, provide constructive feedback to strengthen self-efficacy, and design contextual learning activities that can enhance learning motivation to support continuous improvement in scientific literacy. ABSTRAK Studi ini bertujuan menguji sejauh mana kesadaran metakognisi, efikasi diri, dan motivasi belajar memberikan pengaruh terhadap capaian literasi sains siswa kelas XI di SMAN 1 Gowa dan SMAN 9 Gowa. Pendekatan kuantitatif dengan rancangan ex post facto korelasional diterapkan dalam penelitian ini. Sebanyak 65 siswa ditetapkan sebagai sampel melalui prosedur cluster random sampling. Pengumpulan data dilakukan melalui instrumen kuesioner berbasis skala Likert untuk mengukur ketiga variabel prediktor, serta tes untuk mengukur literasi sains. Seluruh instrumen telah divalidasi oleh pakar dan diuji secara empiris, dengan hasil reliabilitas yang memadai ditunjukkan oleh koefisien Cronbach's Alpha > 0,70. Teknik analisis yang digunakan mencakup statistik deskriptif dan regresi linier berganda berbantuan SPSS versi 25. Temuan penelitian mengonfirmasi bahwa ketiga variabel independen tersebut secara signifikan dan positif memengaruhi literasi sains siswa. Di antara ketiganya, kesadaran metakognisi tercatat sebagai prediktor paling kuat (β = 0,473; p < 0,001), disusul motivasi belajar (β = 0,384; p = 0,002) dan efikasi diri (β = 0,252; p = 0,043). Koefisien determinasi yang diperoleh (R² = 0,261) mengindikasikan bahwa ketiga variabel secara bersama-sama mampu menjelaskan 26,1% variasi literasi sains. Dari sisi praktis, temuan ini menegaskan perlunya tenaga pendidik mengintegrasikan pelatihan strategi metakognisi ke dalam pembelajaran, memberikan umpan balik yang konstruktif sebagai sarana penguatan efikasi diri, serta merancang aktivitas kontekstual yang mampu membangkitkan motivasi belajar demi peningkatan literasi sains secara berkelanjutan.]]>
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