Effect of metacognition and self-efficacy on scientific achievement by prospective science teachers of Madura through student creativity

Abstract

Abstract The low student achievement is influenced by several factors, including metacognition, self-efficacy, and creativity in learning. This study aims to determine how much effect of metacognition and self-efficacy toward scientific achievement through student creativity of prospective science teachers of Madura. The research was carried out on all student in Natural Science Education Study Program, University of Trunojoyo Madura with a total population of 390 students. This study is Ex Post Facto, data of metacognition, self-efficacy, and student creativity collected through questionnaires and scientific achievement using documentation. Data were analyzed using SEM analysis techniques. The results showed that regulation of metacognition and self-efficacy positive and significant impact on the student creativity with each estimated value γ11=0.265 and = γ12 = 0.356 positively with α = 0.05, > p = 0.01, and student creativity has positive and significant effect on scientific achievement with the value B21 = 3.109. Metacognition knowledge and self-efficacy does not directly influence student achievement, but through regulation of metacognition and self-efficacy through student creativity together shown to result in a significant and positive effect on scientific achievement of prospective science teachers of Madura.