The Influence of Metacognitive Awareness, Learning Independence, and Self-Regulation on Biology Learning Outcomes Students of Senior High School
DOI:
10.29303/jppipa.v12i7.15758Published:
2026-07-25Downloads
Abstract
This study aims to analyze the influence of metacognitive awareness, learning independence, and self-regulation on the biology learning outcomes of Grade XI students at state high schools (SMA Negeri) in Polewali Mandar Regency. The study employs a quantitative approach with an *ex post facto* design. The population consisted of 1,524 students, from which a sample of 228 students was selected using purposive sampling. Data were collected via Likert-scale questionnaires and multiple-choice tests, then analyzed using multiple linear regression. Simple regression analysis results indicate that metacognitive awareness significantly influences biology learning outcomes (significance value 0.000 < 0.05) with a contribution of 42.9%; learning independence significantly influences biology learning outcomes (significance value 0.000 < 0.05) with a contribution of 37.7%; and self-regulation significantly influences biology learning outcomes (significance value 0.000 < 0.05) with a contribution of 27.9%. Simultaneously, these three variables have a positive and significant effect on biology learning outcomes (significance value 0.000 < 0.05) with a contribution of 55.1%. Based on effective contribution, metacognitive awareness provided the largest contribution (26.2%), followed by learning independence (16.3%) and self-regulation (12.5%). These findings indicate that enhancing metacognitive awareness, learning independence, and self-regulation is crucial for improving students' biology learning outcomes, even though the current levels of these variables remain in the moderate category.
Keywords:
Biology learning outcomes Learning independence Metacognitive awareness Self-regulationReferences
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