Achmad, Hidayatullah Assessing students' metacognitive strategies in e-learning and their role in academic performance. Jurnal Inovasi Teknologi Pendidikan.
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Abstract
The presence of e-learning as a new way of learning in the education system has attracted the interest of researchers worldwide. Higher education still uses the system as part of the method. The critical issue in e-learning is how to promote academic performance. Metacognition theory argues that students’ skills determine academic performance. Through metacognitive, students set their own goals, learning, monitoring, and evaluating in elearning. However, less is known about how students use strategies in elearning in the Indonesian context. Also, there is a scarcity of empirical evidence about the role of on academic performance. This study aims to assess students' metacognitive strategies and their impact on academic performance (i.e., engagement and achievement) in the e-learning context. One hundred and fifty students participated in the present study. Descriptive statistics and structural equation modeling were performed for data analysis. This study revealed that students have high skills in metacognitive strategies in e-learning. Our study suggested that metacognitive strategies for selfregulated learning were significantly associated with achievement and engagement in e-learning. In comparison, metacognitive for time and environment was only significantly associated with students' attention but not achievements. The contribution of this study to academic practice was explored.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Jurnal > Fakultas Keguruan dan Ilmu Pendidikan |
| Depositing User: | DEDE NASRULLAH NASRULLAH |
| Date Deposited: | 14 Mar 2025 08:28 |
| Last Modified: | 14 Mar 2025 08:28 |
| URI: | http://repository.um-surabaya.ac.id/id/eprint/9928 |
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