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Unraveling Metacognitive Regulation in Physics: Mapping High School Students’ Skills using the Rasch Model

Unnes Science Education Journal · Vol. 14 No. 1 (2025) · hlm. 117–127

DOI
10.15294/usej.v14i1.21637
ISSN
2502-6232, 2252-6617
Terbit
2025-04-18
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Metacognitive regulation skills are crucial in addressing increasingly complex global challenges. These skills enable individuals to comprehensively solve problems by managing their thinking strategies effectively. This study employs a descriptive approach and utilizes the Metacognitive Awareness Inventory, adapted from Schraw and Dennison’s work. The descriptive research involved 53 tenth grade students from a high school. The primary objective of this study is to map metacognitive regulation and their potential in tackling complex problems. Data analysis integrates Likert-scale results with percentage calculations for each as pect. Additionally, the data were analyzed to determine the reliability of the instrument, identify metacognitive regulation patterns, and map the distribution of students’ abilities using the Rasch model. The findings reveal variations in students’ metacognitive regulation achievements: Planning 82%, Information Management Strategies 73%, Comprehension Monitoring 77%, Debugging Strategies 82%, and Evaluation 92%. These indicate that students’ metacognitive regulation still require further development like Information Management Strategies. The conclusion of this research is students’ metacognitive regulation shows variation across domains and it has significant potential in helping to solve complex problems. This study underscores the importance of designing targeted instructional strategies to enhance students’ metacognitive regulation skills, ensuring they are better equipped to handle complex learning challenges.

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  • Indonesia University of Education
  • Universitas Halu Oleo
  • State University of Medan
  • National Nuclear Energy Agency of Indonesia
  • Farhangian University
  • Universitas Handayani Makassar
  • Cenderawasih University
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Rekan penulisOrganisasiArtikel bersama
Heny SusenoNational Nuclear Energy Agency of Indonesia5
Muslim MuslimIndonesia University of Education1
Rizki ZakwandiIndonesia University of Education1
Amir KarimiFarhangian University1
Muh NasirUniversitas Halu Oleo1
Asriani AsrianiUniversitas Halu Oleo1
Supriadi SyamUniversitas Handayani Makassar1
Yeni MegalinaState University of Medan1
Ratna TanjungState University of Medan1
Ida WahyuniState University of Medan1
Rajab RajabAfiliasi tidak diketahui1
Elizamiharti ElizamihartiAfiliasi tidak diketahui1
Bagus Dwi AnantaAfiliasi tidak diketahui1
Ridwan EfendiAfiliasi tidak diketahui1
Nanang WinarnoIndonesia University of Education1
Ratih Mega Ayu AfifahAfiliasi tidak diketahui1
Rohim Aminullah FirdausAfiliasi tidak diketahui1
Insar DamopoliiAfiliasi tidak diketahui1
Rini SolihatAfiliasi tidak diketahui1
Diniya DiniyaAfiliasi tidak diketahui1
Rika Rafikah AgustinAfiliasi tidak diketahui1
Ryugo OshimaAfiliasi tidak diketahui1
Irma Rahma SuwarmaIndonesia University of Education1
Eka Diah DamayantiAfiliasi tidak diketahui1
Nanang DianaAfiliasi tidak diketahui1
Husnul KhatimahAfiliasi tidak diketahui1
Agustinasari AgustinasariAfiliasi tidak diketahui1
M. IbnusaputraAfiliasi tidak diketahui1
Adi Apriadi AdianshaAfiliasi tidak diketahui1
Yulia Sari IsmailAfiliasi tidak diketahui1
Zairin ThomyAfiliasi tidak diketahui1
Cut YulvizarAfiliasi tidak diketahui1
Nasruddin NasruddinCenderawasih University1
safrilsyah safrilsyahAfiliasi tidak diketahui1
Karjuniwati KarjuniwatiAfiliasi tidak diketahui1
Iyulen Pebri ZuannyAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Unraveling Metacognitive Regulation in Physics: Mapping High School Students’ Skills using the Rasch Model</dc:title>
	<dc:creator xml:lang="en">Putra, Ihsan Hijria </dc:creator>
	<dc:creator xml:lang="en">Novia, Hera</dc:creator>
	<dc:creator xml:lang="en">Muslim, Muslim</dc:creator>
	<dc:creator xml:lang="en">Sihombing, Rizky Agassy</dc:creator>
	<dc:subject xml:lang="en">Conceptions</dc:subject>
	<dc:subject xml:lang="en">Four-tier test</dc:subject>
	<dc:subject xml:lang="en">Misconceptions</dc:subject>
	<dc:subject xml:lang="en">Pre-service  science teachers</dc:subject>
	<dc:subject xml:lang="en">Vibration</dc:subject>
	<dc:description xml:lang="en">Metacognitive regulation skills are crucial in addressing increasingly complex global challenges. These skills enable individuals to comprehensively solve problems by managing their thinking strategies effectively. This study employs a descriptive approach and utilizes the Metacognitive Awareness Inventory, adapted from Schraw and Dennison’s work. The descriptive research involved 53 tenth grade students from a high school. The primary objective of this study is to map metacognitive regulation and their potential in tackling complex problems. Data analysis integrates Likert-scale results with percentage calculations for each as pect. Additionally, the data were analyzed to determine the reliability of the instrument, identify metacognitive regulation patterns, and map the distribution of students’ abilities using the Rasch model. The findings reveal variations in students’ metacognitive regulation achievements: Planning 82%, Information Management Strategies 73%, Comprehension Monitoring 77%, Debugging Strategies 82%, and Evaluation 92%. These indicate that students’ metacognitive regulation still require further development like Information Management Strategies. The conclusion of this research is students’ metacognitive regulation shows variation across domains and it has significant potential in helping to solve complex problems. This study underscores the importance of designing targeted instructional strategies to enhance students’ metacognitive regulation skills, ensuring they are better equipped to handle complex learning challenges.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/21637</dc:identifier>
	<dc:identifier>10.15294/usej.v14i1.21637</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 14 No. 1 (2025): April 2025; 117-127</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/21637/4030</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Science Education Journal</dc:rights>
</oai_dc:dc>