Pengaruh Self-Efficacy dan Metakognitif Self-Regulation Terhadap Kemampuan Berpikir Kritis Siswa SMA Negeri 10 Malang
DOI:
https://doi.org/10.37329/cetta.v7i4.3518Keywords:
Kemampuan Berpikir Kritis, Metakognitif, Self-Efficiacy, Regulasi DiriAbstract
Critical thinking ability is an essential skill that students need to have to face challenges in solving problems in the modern world. This research analyzes the influence of metacognitive self-regulation and self-efficacy on students' critical thinking skills at SMK Negeri 10 Malang. A sample of 72 students was selected using non-probability techniques to describe variable relationships in detail. The research results show that there is a significant correlation between self-efficacy and metacognitive self-regulation on students' critical thinking skills, where self-efficacy has a negative impact on these skills, while metacognitive self-regulation has a significant positive impact. Statistical testing shows a significance value of 0.000 with Fcount of 63.914, greater than Ftable 3.13, indicating the simultaneous influence of the two variables on students' critical thinking skills. These results provide a new perspective on the importance of approaches that encourage students to manage their thinking processes independently and purposefully. An emphasis on metacognitive self-regulation appears to be effective in establishing better critical thinking skills, while the negative impact of too high self-efficacy indicates the need for balance in learning. These findings lead to the understanding that the development of critical skills can be achieved more optimally when students are directed not only to rely on self-confidence, but also pay attention to managing their thinking processes.
References
Arsyad, N., Nasrullah, & Ildayanti. (2020). Pengaruh Regulasi Diri, Efikasi Diri, dan Kemampuan Berpikir Kreatif terhadap Hasil Belajar Matematika Siswa (Doctoral dissertation, Universitas Negeri Makassar).
Burden, P. R., & Byrd, D. M. (2010). Metode Pengajaran Yang Efektif: Memenuhi Kebutuhan Semua Siswa (5th ed.). Pearson Pendidikan.
Chen, X., & Yang, Y. (2022). The Impact Of Over-Confidence On Critical Thinking Skills: An Examination Of Self-Efficacy And Its Limits. Journal of Educational Psychology, 114(3), 345-357.
Donohoo, J., & Velasco, M. (2021). The Power Of Metacognition In Fostering Critical Thinking In Students. Educational Leadership, 79(1), 22-27.
Ermin. (2022). Hubungan Keterampilan Metakognisi, Kemampuan Berpikir Kritis, Dan Sikap Sosial Siswa Smp Di Kota Ternate Terhadap Retensi Pada Mata Pelajaran IPA. Jurnal Inovasi Pembelajaran Biologi, 3(2), 110-120.
Hosseinilai, F., & Kasaei, M. A. (2013). Efek Penggunaan Strategi Kognitif Dan Metakognitif Terhadap Tingkat Kreativitas Prestasi Akademik Siswa Sekolah Menengah. Jurnal Penelitian Internasional Ilmu Terapan dan Dasar, 7(2), 114-123.
Ituga, A. S. (2023). Self-Effıcacy, Self-Regulatıon Dan Self-Confıdence Terhadap Kemampuan Pemecahan Masalah Matematika SD. Jurnal Elementaria Edukasia, 6(3), 1499-1509.
Kadir, A., Aisyah, N., & Rahman, A. (2019). The Role Of Metacognitive Regulation In Critical Thinking: A Case Study Of High School Students. Journal of Educational Research, 112(4), 523-530.
Kvedere, L. (2014). Efikasi Diri Matematika, Konsep Diri Dan Kecemasan Di Antara Siswa Kelas 9 di Latvia. Procedia-Sosial dan Ilmu Perilaku, 116, 2687–2690.
Miatun, A., & Nurafni, N. (2019). Profil Kemampuan Berpikir Kreatif Matematis Ditinjau Dari Gaya Kognitif Reflektif Dan Impulsif. Jurnal Riset Pendidikan Matematika, 6(2), 150–164.
Mulya, A. S., Rusdi, R., & Herlanti, Y. (2018). Efek Metode Pemetaan Argumen Dan Efikasi Diri Terhadap Kemampuan Berpikir Kritis. Jurnal EduSains, 10(2), 217-225.
Nuryadi, Y. L., Sukestiyarno, H. S., & Kharisudin, I. (2022). Analisis Kemampuan Berpikir Kritis Ditinjau Dari Gender Dan Efikasi Diri Matematika Siswa Dalam Mengerjakan Soal Framework PISA. Proceedings of the National Seminar on Pasca, 5(1).
Ode, L. W., Kadir., & Ruslan. (2017). Peningkatan Kemampuan Berpikir Kritis Matematik Dan Self- Efficacy Siswa Sekolah Menengah Atas Dengan Model Pembelajaran Berbasis Masalah Kontekstual. Jurnal Pendidikan Matematika, 8(1), 67-77.
Pamungkas, H. P., Witjaksono, M., & Mintarti, S. U. (2017). Pengembangan Pembelajaran Ekonomi Yang Konstruktivistik Dengan Perspektif Self Regulated Learning. National Conference on Economic Education.
Rusdi, R., & Herlanti, Y. (2018). Effect Of Argument Mapping Method And Self Efficacy On Critical Thinking Ability. Edusains, 10(2), 217-225.
Saleh, M., Ahmad, S., & Nasir, N. (2021). Self-Efficacy And Critical Thinking Skills: The Mediating Role Of Learning Motivation. International Journal of Instruction, 14(2), 341-356.
Schraw, G., Crippen, K. J., & Hartley, K. (2020). Promoting Self-Regulation And Critical Thinking Through Metacognitive Strategies. Educational Psychology Review, 32(2), 237-255.
Yoga, P. A. (2023). Pengaruh Self-Efficacy Dan Motivasi Belajar Terhadap Kemampuan Berpikir Kritis Matematika Siswa. Jurnal Riset Pendidikan Matematika, 5(1).
Yunianti, E., Jaeng, M., & Mustamin, M. (2016). Pengaruh Model Pembelajaran Dan Self-Efficacy Terhadap Hasil Belajar Matematika Siswa SMA Negeri 1 Parigi. Mitra Sains, 4(1), 8-19.
Zakiah, N. E. (2017). Pembelajaran Dengan Pendekatan Kontekstual Berbasis Gaya Kognitif Untuk Meningkatkan Kemampuan Metakognitif Siswa. Pedagogi, 2(1), 11–29.
Zakiah, N. E., & Fajriadi, D. (2020). Manajemen Asesmen Autentik Dalam Pelajaran Matematika Untuk Mengembangkan Keterampilan 4C. Jurnal Fisika: Seri Konferensi, 1613, 1–6.
Zare, P., Kheirkhah, M., & Shafiei, A. (2022). Enhancing Critical Thinking Through Metacognitive Strategies In Higher Education: Evidence From A Quasi-Experimental Study. Journal of Educational Psychology, 114(2), 212-225.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Nuril Huda, Sjeddie Rianne Watung, Gilang Muhammad Fajri Faresi, Antonia Junianty Laratmase, Jusak Patty
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
An author who publishes in the Cetta : Jurnal Ilmu Pendidikan agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.