Epistemological Beliefs, Classroom Climate and Deep Learning: The Role of Metacognitive Awareness

M. Nur Ghufron (Sunan Kudus State Islamic University)
Didi Nur Jamaluddin (Sunan Kudus State Islamic University)
Wardah Mashfiyah (Universitas Islam Negeri Sunan Kudus)
Siti Robia’ah Adawiyyah (Universitas Islam Negeri Sunan Kudus)

Pedagogy Review
Vol 5, No 3 (2026): Pedagogy Review

This research aims to determine whether epistemological beliefs, classroom climate, and metacognitive awareness directly influence deep learning, and whether metacognitive awareness mediates the influence of epistemological beliefs and classroom climate on deep learning. The study population included all students at Madrasah Aliyah (Senior High School) in Central Java. This study used convenience sampling. The study obtained 418 samples. Data were collected using a questionnaire in the form of a scale. The study used four scales: deep learning, epistemological beliefs, classroom climate, and metacognitive awareness. This study used a Structural Equation Model analyzed with the AMOS program. The results showed that epistemological beliefs significantly influenced metacognitive awareness (β = -0.107, p 0.05) and deep learning (β = -0.156, p 0.05). Class climate variables significantly influenced metacognitive awareness (β = 0.206, p .05) and deep learning (β = 0.238, p .05). The metacognitive awareness variable had a significant influence on deep learning (β= 0.435, p 0.05) Keywords: Deep learning, Belief in knowledge, Belief in learning, Epistemological beliefs, Classroom climate and Metacognitive awareness.