Self-Assessment to Assess Student's Performance in Academic Task to Improve Metacognition

This study is aimed to examine whether self-assessment skill in dealing with academic task will improve learner's metacognition. The data collection method used was Metacognitive Awareness Inventory (MAI), interview, and retrospective think-aloud. Analysis is conducted using coding by data labeling or categorizing. The result of this study has shown that there is an increase in MAI score prior to and post intervention. It can be concluded that there is an increase in the learner's metacognitive awareness after self-assessment skill is taught.