Consistency of metacognitive skills relationships with learning outcomes: review of gender differences

Hendry Sulistiyanto, Auliah Janna, Ardhia Pramesti Chandra Dwi Cahyani, Fitrah Anjar Adi Nastiti, Nuril Fajriani, Fitri Dwi Rosalinda Santi


Metacognition includes competencies that must be empowered at the secondary school level, both male and female students. The purpose of this study was to determine whether there is a metacognitive relationship to the learning outcomes of male and female students. This study involved 39 female students and 40 male students. The essay test sheet and the integrated metacognitive skills rubric of essay questions were used as data collection instruments. The results of the regression analysis informed that a significant relationship between metacognitive skills and learning outcomes was only reported for female students, while male students were not significant.  Therefore, the consistency of the relationship between metacognition and learning outcomes did not appear in this study. It is necessary to involve a larger number of samples to strengthen the findings of this study.

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