Comparison of Metacognitive and Learning Interest Based on Gender on Biology Subjects

Abstract

This study aims to compare the metacognitive and learning interest of students based on gender in biology subjects. This study was conducted in tenth grade at a high school in Tasikmalaya, Indonesia, from September 2024 to July 2025. The research method used was causal comparative. The population in this study was the entire tenth grade, which consisted of 9 classes. The sampling technique used purposive sampling. The sample in this study amounted to 60 students, consisting of 30 students from male classes and 30 students from female classes. This research was conducted without giving treatment, but data were collected through questionnaires and interviews. Metacognitive awareness was measured using the Metacognitive Awareness Inventory (MAI) questionnaire consisting of 43 valid statements covering two components: metacognitive knowledge and metacognitive regulation. Meanwhile, interest in learning was measured using a questionnaire consisting of 31 valid statements including four indicators: attention, interest, perception of intellectual challenge, and competence gained. Then from the results of the questionnaire, three respondents with unique criteria were selected to be interviewed. The data analysis technique used was ANOVA with P = .05. Although metacognitive and interest in learning based on gender have been studied separately, no research has explored the integration between the two dependent variables together. The ANOVA analysis results showed a significance value of 0.651 for metacognitive and 0.000 for interest in learning. This means there is no statistically significant difference in metacognitive based on gender. However, there is a statistically significant difference in learning interest. Overall, this study concludes that metacognitive can be improved equally through structured and consistent stimulus and learning experiences. Meanwhile, interest in learning increases differently based on gender because the increase is related to feelings of usefulness and how learners perceive their abilities and identity in the material being studied, which is rooted in early education patterns.