ISSN: 2222-6990
Open access
The study is aimed to explore the influence between the metacognition practice, students’ learning motivation, students’ learning commitment and academic achievement among matriculation students. The sample consisted of 454 Module 1 and Module 2 matriculation students from Penang Matriculation Students. Data was collected using a questionnaire measuring metacognition, students’ learning motivation factors and students’ learning commitment factors and diagnostic physics test question to measure the score of academic achievement. For the quantitative method, statistical analysis used is independent t-test sampling. This research used the quantitative method and statistical descriptive independent t – test sampling. The results of the analysis showed that there were no significant differences in all dimension of metacognition, students’ learning motivation and students’ learning commitment and achievement among Module 1 and Module 2 students. Structural Equation Modeling (SEM) technique analysis showed that the practice of metacognition influenced students’ learning motivation and students’ learning commitment except extrinsic motivation had a direct, negative relationship with academic achievement. The practice of metacognition showed indirect relationship with academic achievement via intrinsic and extrinsic motivation and affective commitment. In summary, the results of this study provide evidence in support of the influence of metacognition to academic motivation of matriculation students, but via students’ learning motivation (intrinsic motivation and extrinsic motivation) and students’ learning commitment (affective) as mediator. Therefore, students’ learning motivation dimension and students’ learning commitment dimension are important in improving physics achievement among matriculation students.
Yahaya, A., Ramli, J., & Boon, Y. (2010). Sumbangan Sikap Tehadap Pencapaian Pelajar Dalam Mata Pelajaran Matematik: Sejauhmanakah Hubungan ini Relevan? Fakulti Pendidikan Universiti Teknologi Malaysia. Retrived From http://eprints.utm.my/id/eprint/2355/.
Prijosaksono, A., & Sembel, R.(2008). Belajar Sukses.Retrieved From http://www.sinarharapan.co.id/ekonomi/mandiri/2004/0406/man01.html.
Matrikulasi, B. (2010). Huraian Sukatan Pelajaran Fizik. Putrajaya: Bahagian Matrikulasi Kementerian Pelajaran Malaysia
Broussard, S. C., & Garrisson, M. E. (2004). The Relationship between classroom motivation and Academic achievement in elementary School-aged children. Family Consumer Science Research Journal, 33(2), 106-120.
Brown, M. B. (2009). Academic Motivation: Strategies for Students. National Association of school Phychologists, September 2009, Vol 38, pp.1.
Eccles, J., Midgley, C. (1989). Stage/enviriment fit: Developmentally appropriate classrooms for adolescents. In R. ames & C. Ames (Eds)., Research on motivation in education, (3), pp. 139-181. New York: Academic Press.
Fredricks, J.A., Blumenfeld, P.C., & Paris. A.H. (2004). School Engagement Potential of the Concept, State of Evidance . Review of Educational Research, 74, 1, 59-109.
http://www.adi.org/journal/resources/SCJSpringSummer2009.pdf
Gay, L. R., Mills, G. E., & Airasian, P. (2006). Education Research : Competencies for Analysi and Application( 8th Edition). New Jersey: Prentice Hall Inc.
Hattie, J. (2003). Teacher Professional Development: Its not an event, it’s a process. Retrieved from www.cord.org/uploasfiles/Harwellpapaer.pdf
Haliday, D., Resnick, R., & Walker, J.(2001). Fundamentals of Physics (6th ed). United State :Wiley
Hair, J. E., Aderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate Data Analysis. Edisi ke – 5. Upper Saddle River: Prentice Hall.
Haller, F. P., Chil, D. A., & Walberg, H. J. (1998). Can Comprehension be taught? A quantitative synthesis of metacognitive studies. Educational Researcher, 17(9), 5-8.
Hammann, L. A., & Stevens, R. J. (1998). Metacognitive awareness assessment in self-relugulated learning and performance measures in an Introductory Educational Psychology course. Educational Resources Information Center. Retrieved from
https://files.eric.ed.gov/fulltext/ED424249.pdf
Jausovec, N. (1994). Flexible Thinking: An Explanation for Individual differences in ability. New Jersy: Hampton.
Mastor, K. A., Hamzah, M. F., Mustapha, R., Yacob, N. R., & Jaafar, K. (2006). Kajian Perbandingan Tahap Kesesuaian, Komitmen, Gaya pembelajarandan prestasi akademik pelajar – pelajar kejuruteraan kurikulum bukan OBE dan OBE. Fakulti Kejuruteraan.Universiti Kebangsaan Malaysia. Retrived from http://www.ukm.my/p3k/images/sppb06/1.pdf
Kucukozer & Kocakulah. (2007). Secondary School Students’ Misconceptions about simple electric circuit. Journal of Turkish Science Education 4(1). January 2007. http://www.tused.org/internet/tused/archive/V4/i1/text/tusedv4i1s8.pdf
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.
Lay, A. N. (2007). Persepsi Pelajar Pelbagai Gaya Pembelajaran Terhadap Penerapan Strategi Metakognitif Guru. Universiti Teknologi Malaysia. Retrieved from
http://eprints.utm.my/6553/1/layahnammp052035d07ttt.pdf
Lee, N. H., Chang, A. S. C., & Lee, P. (2001). The Role of Metacognition in the Learning of Mathematics Among Low – achieving Students’. Teaching And Learning. National Institute of Education. Nanyang Technological University. 2(2). Pp.18-29.
Larkin, J. H., McDermott, J., Somin, D. P., & Simon, H. A.,(1980). Model of competence in solving physics problems. cognitive science 4(1), 317-345.
Ibrahim, M. A., & Buang, H. (2010). Hubungan Penguasaan Konsep Fizik dengan Minat Dan Kemahiran Belajar Dalam Kalangan Pelajar Fizik Di Universiti Teknologi, Fakulti pendidikan, UTM. Retri
In-Text Citation: (Saaidin, 2020)
To Cite this Article: Saaidin, N. (2020). The Influence Between Metacognition Practice, Students’ Learning Commitment and Academic Achievement of Matriculation Students in Physics. International Journal of Academic Research in Business and Social Sciences, 10(3), 910–930.
Copyright: © 202 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode