THE EFFECT OF LEARNING MOTIVATION ON THE METACOGNITIVE ABILITIES OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

This study examines the relationship between learning motivation and metacognitive abilities among junior high school students. The research aims to determine the extent to which learning motivation influences students' metacognitive skills. Using a quantitative correlational approach, data were collected from 59 seventh-grade students at SMPN 4 Palimanan, Indonesia, through validated questionnaires assessing learning motivation and metacognitive abilities. Descriptive statistics, correlation tests, and simple regression analysis were employed. Results revealed a significant positive correlation (r =.545, p<.001) between learning motivation and metacognitive abilities, with motivation accounting for 29.7% of the variance in metacognitive skills (R²=.297). The regression equation y = 17.051 + 0.642x confirmed that each unit increase in motivation contributes positively to metacognitive abilities. These findings underscore the critical role of fostering intrinsic and extrinsic motivation to enhance students' self-regulated learning strategies, thereby supporting academic success and lifelong learning.

Keywords: learning motivation, metacognitive abilities, junior high school, quantitative study, correlation, Indonesia