Evaluating Metacognitive Awareness and Course Effectiveness in Macroeconomics: A Study Using the Mai and Kirkpatrick Model Among Commerce Students at Politeknik Ungku Omar (Academic Session II 2024/2025)

Abstract

Abstract. This quantitative survey study explores the relationship between metacognitive awareness and the effectiveness of student learning in the Macroeconomics course at the Commerce Department, Politeknik Ungku Omar during Academic Session II of 2024/2025. The study targets 100 students and employs the Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison to assess students’ metacognitive knowledge and regulation. In addition, the study incorporates the Kirkpatrick Four-Level Model to evaluate course effectiveness across Reaction, Learning, Behavior, and Results. The data is analyzed using Statistical Package for Social Sciences (SPSS v.26), and findings indicate a strong positive correlation (r > 0.7) between students' metacognitive awareness and course effectiveness, demonstrating that higher metacognitive engagement leads to improved comprehension, problem-solving abilities, and knowledge retention in macroeconomics. The structured, practical-oriented learning environment in polytechnic institutions further reinforces this relationship, as evidenced by Kirkpatrick’s Level 3 (Behavior) and Level 4 (Results), where students actively apply macroeconomic principles beyond classroom settings. Recognizing and fostering metacognitive awareness and effective course design can lead to enhanced knowledge acquisition and practical application, ultimately preparing students for critical thinking and informed decision-making in economic contexts. 

Keywords: metacognitive, effectiveness, awareness