The Relationship of Metacognition and Learning Discipline to Learning Achievement of Family Planning Course in Students of Midwifery of STIKES Kusuma Husada Surakarta

ABSTRACT

Deny Eka Widyastuti. NIM: S541202030. 2013. The Relationship of Metacognition and Learning Discipline to Learning Achievement of Family Planning Course in Students of Midwifery of STIKES Kusuma Husada Surakarta. THESIS. First Counselor: Prof. Mulyoto M.Pd, Second Counselor: Prof.dr.Bhisma Murti, MPH, MSc. Ph.D. Health Magister Study Program of Health Profession Education Main Interest, Postgraduate Program, Surakarta Sebelas Maret University.

Learning achievement is an important indicator of a successful teaching-learning process, to find out whether or not an individual learns successfully. The learning achievement is affected by 2 factors: internal and external. Metacognition encompasses the learner’s understanding and belief on his/her own cognition and learning material to be studied, as well as the conscious attempt of being involved in behaving and thinking process that will improve his/her learning process and memory. Discipline is essentially the manifestation of personal maturity. This research aimed to analyze the relationship of metacognition and learning discipline to learning achievement.
This study was an analytical-observational research with cross-sectional approach. The population was the fourth semester students of Midwifery Undergraduate Study Program of STIKES Kusuma Husada Surakarta, consisting of 180 students. The sampling technique used was purposive cluster random sampling, obtaining 60 students as the sample. The data was collected using questionnaire. The data analysis was conducted using a multiple linear regression.
The research finding showed that was a statistically significant positive relationship between metacognition and learning achievement. The students with high metacognition had learning achievement 1.2 point higher than those with low metacognition (b1= 1.2; CI = 95%; 0.7 to 1.48; p