The relationship between metacognitive awareness, self-efficacy, and learning motivation on the biology learning outcomes of high school students in Maros regency

Huznul Amalia (Master Program in Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)
Yusminah Hala (Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)
Andi Asmawati Azis (Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)
Firdaus Daud (Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)
Andi Mu'nisa (Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, South Sulawesi)

Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan
Vol 8, No 2 (2026): June 2026

Students’ biology learning outcomes in Indonesia remain suboptimal, as reflected in the 2022 PISA and the 2024 National Assessment. Internal factors such as metacognitive awareness, self-efficacy, and learning motivation are believed to play a significant role in determining students’ academic achievement. This study aims to analyze the relationship between metacognitive awareness, self-efficacy, and learning motivation on the biology learning outcomes of 11th-grade students at public high schools in Maros Regency. The study employs a quantitative approach with an ex-post facto design involving 261 students selected through area random sampling. Data were collected using a combination of adapted and researcher developed questionnaires and multiple choice tests based on higher order thinking skills. Data analysis employed descriptive statistics, correlation analysis, and multiple linear regression. The results indicated that all three independent variables fell into the moderate category, while learning outcomes were in the adequate category. Both partially and simultaneously, metacognitive awareness, self-efficacy, and learning motivation demonstrated a positive and significant relationship with biology learning outcomes, contributing a combined 63.9%. Metacognitive awareness was the dominant predictor with a contribution value of 37.4%. These findings emphasize the importance of integrating aspects of metacognition, self-efficacy, and motivation into learning strategies to improve the quality of students’ learning outcomes.Abstrak. Hasil belajar biologi peserta didik di Indonesia masih belum optimal, sebagaimana tercermin dalam PISA 2022 dan Asesmen Nasional 2024. Faktor internal seperti kesadaran metakognisi, efikasi diri, dan motivasi belajar diyakini berperan penting dalam menentukan capaian akademik peserta didik. Penelitian ini bertujuan menganalisis hubungan kesadaran metakognisi, efikasi diri, dan motivasi belajar terhadap hasil belajar biologi peserta didik kelas XI SMA Negeri di Kabupaten Maros. Penelitian menggunakan pendekatan kuantitatif dengan desain ex-post facto yang melibatkan 261 peserta didik yang ditentukan melalui rumus slovin dan dipilih melalui area random sampling. Data dikumpulkan menggunakan kombinasi angket adaptasi dan pengembangan, serta tes pilihan ganda berbasis kemampuan berikir tingkat tinggi (HOTS). Analisis data menggunakan statistik deskriptif, analisis korelasi, dan regresi linear berganda. Hasil penelitian menunjukkan bahwa ketiga variabel bebas berada pada kategori sedang dan hasil belajar berada pada kategori cukup. Secara parsial maupun simultan, kesadaran metakognisi, efikasi diri, dan motivasi belajar memiliki hubungan positif dan signifikan dengan hasil belajar biologi dengan kontribusi bersama sebesar 63,9%. Kesadaran metakognisi menjadi prediktor dominan dengan nilai kontribusi sebesar 37,4%. Temuan ini menegaskan pentingnya pengintegrasian aspek metakognisi, efikasi diri, dan motivasi dalam strategi pembelajaran untuk meningkatkan kualitas hasil belajar peserta didik.