ThesisOpen AccessPDF tersedia
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Robiatul Aminah Hasibuan, 2022009. The Correlation among Students’ Metacognitive Awareness, Critical Thinking, and Intensive Reading Performance in Islamic Boarding Highschools Padang Lawas. A Thesis, State Islamic University of Sjech M Djamil Djambek Bukittinggi, 2025. This study aims to investigate the correlation among students’ metacognitive awareness, critical thinking, and intensive reading performance in Islamic Boarding High Schools in Padang Lawas. Preliminary research conducted at MAS Al-Amin Mompang and MAS Ja’fariyah Hutaibus revealed several challenges, including students possessing metacognitive awareness but performing poorly in intensive reading, some students achieving good reading scores yet lacking critical thinking skills, and a general lack of motivation toward reading tasks. These issues highlight the need to understand how metacognitive awareness and critical thinking influence reading comprehension. The study employed a quantitative correlational design, using questionnaires and tests to collect data from 74 students across two schools. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI), while critical thinking was measured through a structured questionnaire. Intensive reading performance was evaluated using a standardized reading comprehension test. Data were analyzed using descriptive statistics and Pearson correlation to determine the relationships among the variables. Findings indicated strong correlation between metacognitive awareness and intensive reading performance, as well as a notable, though weaker, correlation between critical thinking and intensive reading performance. The results suggest that enhancing students’ metacognitive awareness and critical thinking skills can improve their reading comprehension. The study provides insights for educators and curriculum developers on integrating metacognitive and critical thinking training into reading instruction to foster more effective and independent learners.
ThesisOpen AccessPDF tersedia
2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Tania Mitra Amanda: 2317110, “The Correlation between Students’
Metacognitive Awareness and Reading Comprehension in the Second Grade at SMK Negeri 2 Bukittinggi”, A Thesis, State Islamic Institute of Bukittinggi,2021.
This research was conducted since there were many problems in reading comprehension which were correlated with students’ metacognitive awareness in comprehending the text. Some students were passive in the reading process. Some students had applied their metacognitive awareness to reading comprehension, but
not all of them were good at reading comprehension. Some students had limited vocabulary and it became an obstacle when they were reading. Some students were not aware of what strategies they already used in reading comprehension. Some students struggled to understanding long complicated senteces and long texts.
The design of this research was correlational research. The instruments of this research were Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire for measuring students’ metacognitive awareness, and multiple choice
test (narrative text, descriptive text, and recount text) for measuring students’ reading comprehension. The population of this research was all of the second grade at SMK Negeri 2 Bukittinggi which consists of 16 classes. The sample was 109 students taken
by simple random sampling technique. The research was carried out in November 2021. To find out that the students’ metacognitive awareness and reading comprehension correlate or not, the researcher used the Pearson Product Moment Correlation Coefficient.
The results of the research showed that there was a correlation between students’ metacognitive awareness and reading comprehension in the second grade at SMK Negeri 2 Bukittinggi. The researcher found that the coefficient of correlation between students’ metacognitive awareness and reading comprehension in the second
grade at SMK Negeri 2 Bukittinggi was 0,285. There was a positive and significant correlation between students’ metacognitive awareness and reading comprehension in the second grade at SMK Negeri 2 Bukittinggi. It means that Ha was accepted and Ho
was rejected. Based on the results of the research, it can be concluded that metacognitive awareness has a positive correlation to reading comprehension. It means that if the students are more aware of using their metacognitive awareness,their reading comprehension will increase. In conclusion, this research is done for finding the correlation between students’ metacognitive awareness and reading
comprehension in the second grade at SMK Negeri 2 Bukittinggi.
ArticleOpen AccessPDF tersedia
2021•Artikel Penelitian dan Pengabdian
One of the factors that can affect the ability to write explanatory text is metacognitive awareness. By using the descriptive method, the students' level of metacognitive awareness was explained, and by using the correlational method the effect of metacognitive awareness towards explanatory text writing ability was explained. The results showed that as many as 25 students had a high level of awareness while 38 others had a moderate level of awareness. The relationship between metacognitive awareness variables and the ability to write explanatory text is significant and very strong seen from the range of correlation values, namely 0.812. Metacognitive awareness affects the ability to write explanatory text by 66% and the remaining 44% is influenced by other factors. This shows that metacognitive awareness has an important role in writing. Students must always increase their metacognitive awareness. Efforts that can be made to raise students' metacognitive awareness are that lecturers carry out writing learning with a cognitive process approach to increase metacognitive knowledge and apply metacognitive strategies so that students have metacognitive skills to complete writing assignments.
