Development of a Metacognition Scale in Learning Mathematics for Senior High School Students

The purpose of the study was to develop a scale of metacognition in mathematics for senior high school students using a confirmatory approach. There were 250 participants of tenth grade students from two senior high schools in Jakarta, Indonesia. The sample of the study was selected through simple random sampling technique. Data analysis was done by using the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The study revealed that (1) 52 scale items were validated by a panel of experts with reliability coefficient among panellists that amounted to 0.830; (2) after piloting the metacognition scale with 250 students, 46 items were found with the validity range (0.197 to 0.804) and the reliability coefficient of 0.938; (3) Next, by using EFA analysis revealed three factors were found which were tested by CFA and yielded: constructs'reliability of the self-regulation skills of 0.990, the type of knowledge to 0.980, and the executive control skills of 0.982. The final measurement model comprised 46 items and three factor were more appropriate as a scale for measuring the students' metacognition in mathematics on senior high school level.