Metacognitive awareness components of high-academic ability students in biology hybrid learning: Profile and correlation

Metacognitive awareness has been considered as one of the factors within studentsthat determines learning success. It can be developed through a hybrid learningapproach. The purpose of this quantitative research was to examine the metacognitiveawareness profile of students with high-academic ability in hybrid learningimplementation. The subjects of this study were the students of XI-Science class ofstate senior high school of Malang. The Metacognitive Awareness Inventory was usedas the data collection instrument, while descriptive statistics and Pearson ProductMomentwerechosenasthedataanalysistechniques.Theresultsofthestudyinformedthatthe students’ metacognitive awareness was divided into four categories, i.e. verygood (9%), good (43%), enough (46%), and very low (2%). The three components ofmetacognitive awareness were classified as "enough", while the five components ofstudents were categorized as "good". The eight metacognition components showedsignificant correlations each other (r > 0.41, n = 55, p < 0.01). It can be concluded thatthe majority of students’ metacognitive awareness was satisfactory even though therewere a small proportion of students whose metacognitive awareness was not good.