The Impact of Metacognitive Strategies and Self-Efficacy on Listening Comprehension Among Indonesian High School Students

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Published Apr 30, 2025
https://doi.org/10.62491/njpi.2025.v5i2-3
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Vol. 5 No. 2 (2025)

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Sri Hartati
Universitas PGRI, Semarang, Indonesia
Siti Nur'Aini
Universitas PGRI, Semarang, Indonesia
https://orcid.org/0000-0002-5685-5644
Rahmawati Sukmaningrum
Universitas PGRI, Semarang, Indonesia

Abstract

Purpose – This study investigates how metacognitive strategies and self-efficacy beliefs affect listening comprehension in eleventh-grade students, addressing the gap between theoretical recommendations and classroom practice.
Method – A quantitative path-analysis design was applied to data from 200 students in Cepu, Central Java, Indonesia. Metacognitive strategy use (planning, monitoring, and evaluating) and self-efficacy beliefs were measured via validated questionnaires; listening comprehension was assessed with a standardized test.
Findings – Metacognitive strategies significantly predicted listening comprehension (? = 0.38, R² = 0.41, p < 0.01). Self-efficacy had a stronger direct effect (? = 0.52, R² = 0.56, p < 0.001). Path analysis confirmed partial mediation: self-efficacy accounted for 39% of the strategies’ impact (indirect ? = 0.24, p = 0.003). Together, both constructs explained 63.7% of variance in listening scores (R² = 0.637).
Research Implications – These results highlight the importance of integrated instruction that combines explicit metacognitive strategy training with confidence-building interventions. Educators should embed scaffolded strategy lessons and targeted feedback into listening curricula to boost both cognitive skills and learner self-belief.

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite
Hartati, S., Nur’Aini, S., & Sukmaningrum, R. (2025). The Impact of Metacognitive Strategies and Self-Efficacy on Listening Comprehension Among Indonesian High School Students. Nusantara: Jurnal Pendidikan Indonesia, 5(2), 295–304. https://doi.org/10.62491/njpi.2025.v5i2-3
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