Tian Abdul Aziz, Sigid Edy Purwanto, Windia Hadi, Asih Miatun
The purpose of the present study was to examine the validity and reliability of the Metacognitive Awareness of Mathematics Learning Questionnaire (MAMLQ). The focus of the questionnaire was to measure students' knowledge of cognition and regulation of cognition in mathematics learning. The study used convenient samples of 532 secondary school students from five schools in three different urban cities in Indonesia. A preliminary 63-item questionnaire was developed as an item pool. Exploratory Factor Analysis generated inconsistent results according to the existing theory. Subsequently, Monte Carlo Parallel Analysis was implemented and provided satisfactory findings. As a result, 44-item MAMLQ was formed with moderate to excellent internal consistency. The sub-factors of knowledge of cognition and regulation of cognition were identified, and it explained at least 40% of the total variance. Consequently, the MAMLQ is a valid and reliable instrument for measuring students' metacognitive awareness in mathematics learning. © 2023 Author(s).
Universitas Negeri Jakarta, Jakarta, Indonesia; Universitas Muhammadiyah Prof. Dr. HAMKA, Jakarta, Jakarta, Indonesia
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