Empirically, metacognitive awareness is one of the main contributors to students' academic success. At the beginning of its development, the Jr.MAI self-report questionnaire was intended to measure students' metacognitive awareness in the United States. However, the evaluation of the psychometric properties for Indonesian high school students is still limited. The original Jr.MAI cannot be applied in Indonesia. By evaluating students' metacognitive awareness using Jr.MAI, teachers can understand students' information and knowledge related to their learning strategies and behaviors. Therefore, this study aims to evaluate the psychometric properties of the Indonesian translation of the Junior Metacognitive Awareness Inventory (Jr.MAI) self-report questionnaire. The Jr.MAI questionnaire consists of 18 items and uses a 5-point Likert scale response. 296 students (Male = 45.9%; Female = 54.1%) of public senior high schools in Indonesia completed the Jr.MAI questionnaire. The Rasch model was used to evaluate the psychometric properties of Jr.MAI. The results showed that the 5-point rating scale with 18 items functioned properly with a good fit, no gender bias, and achieved unidimensionality and local independence assumptions. It proved that the Jr. MAI questionnaire defined the latent variables and classified persons and items properly. Therefore, we concluded that the developed Jr.MAI questionnaire had good psychometric properties to be used by teachers and counselors for measuring and mapping the metacognitive characteristics at the senior high school level.

This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI.  Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was analyzed using the Wright map based on the Rasch model. The analysis results show that the student’s average ability is 1.00 logit higher than the item difficulty level. The students’ abilities ranged from -1.34 to 5.98 logit, and the item difficulty level ranged from -0.51 to 0.70. In general, it appears that most students tend to agree more easily with the statements in HeTMAI.

This study aim is to map students’ metacognitive awareness in physics subjects. This research was conducted at SMAN 1 Bantarsari in 2020. A total of 112 respondents (male = 17% and female = 83%) from class XI and XII were selected using a combination of snowball techniques and convenience sampling. Students’ metacognitive physics awareness was administrated using the Physics Metacognition Inventory (PMI) and analyzed using the Rasch model. The PMI inventory consists of 26 items and uses a Likert scale of 5 ratings ranging from 1 (never) to 5 (always). Mapping students’ physics metacognitive awareness based on the Logit Value of Person. Metacognitive awareness is classified into four levels, namely: low, medium, high, and very high levels. The results showed that more than 80% of students had metacognitive awareness at moderate and high levels. Dominant female students have metacognitive awareness at a high level and male students at a moderate level. The students’ metacognitive awareness in class XI and XII were at very high and moderate levels, respectively. The 15-16 year age group was dominant at a moderate level and the 17-18 year age group at a high level.

Penelitian ini bertujuan untuk mendeskripsikan Self-regulated learning mahasiswa dalam pembelajaran daring saat pandemi Covid-19. Penelitian ini menggunakan metode deskriptif kuantitatif. Subjek penelitian adalah 46 mahasiswa Tadris Fisika UIN Antasari Banjarmasin. Data dikumpulkan menggunakan angket Self-regulated learning yang terdiri dari 17 pernyataan dengan skala Likert 1-5. Indikator Self-regulated learning meliputi strategi kognitif, strategi motivasi, dan strategi perilaku. Item pernyataan dalam angket telah dinyatakan valid dan reliabel (α=0,832). Data dianalisis menggunakan statistik deskriptif meliputi skor minimal, skor maksimal, mean, dan standar deviasi.  Selanjutnya Self-regulated learning mahasiswa dipersentase dan dikategorisasi menjadi lima kategori yaitu sangat baik, baik, cukup, kurang, kurang sekali. Hasil penelitian menunjukkan rerata skor Self-regulated learning mahasiswa adalah 58,91 (dengan ketercapaian 69%) dengan SD 7,73; skor minimal 34; skor maksimal 73. Rata-rata persentase setiap indikator adalah strategi kognitif 68%, strategi motivasi 68%, dan strategi perilaku 72%. Self-regulated learning mahasiswa termasuk dalam kategori sangat baik 2%, baik 22%, cukup 65%, kurang 7%, kurang sekali 4%. Sebagian besar Self-regulated learning mahasiswa berada pada kategori cukup. Oleh karena itu, perlu dilakukan penelitian lebih lanjut tentang intervensi yang dapat meningkatkan Self-regulated learning mahasiswa dalam pembelajaran.

This study aimed to determine the motivation level of high school students during online learning using Google Incorporated. This research is included in the type of survey research. The survey was conducted in one high school in the city of Yogyakarta. Respondents consisted of 32 people (L = 46% and P = 54%) students of class X. Student motivation was evaluated using a motivational instrument consisting of 14 items and spread over three aspects: motivation, self-efficacy, and responsibility. The instrument uses a 5-point Likert scale, from Strongly Disagree (1) to Strongly Agree (5). The level of student motivation was analyzed using the Rasch model with the Logit Value of Person (LVP) technique combined with the Wright map and Differential Item Functioning (DIF). The analysis results show that 41% of students have a moderate level of motivation, 25% at a high level, 19% at a very high level, and 16% at a low level. The results of the DIF analysis show that one of the items (Re4) in the Responsibility aspect tends to benefit female students. This has implications for the emergence of student interest in studying physics.