The Effect of Educational Institution Differences on the Metacognitive Awareness of Mathematics Education University Students in Indonesia
Indonesia Indonesia Indonesia 
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Metacognitive Awareness, Metacognitive Knowledge, Metacognitive Regulation
Abstract
Background. Metacognitive awareness concerns how students plan, monitor, and evaluate their thinking during mathematical problem solving. Evidence from Indonesian higher education remains limited, particularly across the two public university systems represented by State Islamic Religious Higher Education Institutions (PTKIN) and State Public Higher Education Institutions (PTUN).
Purpose. This study compared the metacognitive awareness of mathematics education students enrolled in PTKIN and PTUN institutions and used lecturer interviews to examine curricular and instructional explanations for the observed pattern. The longer-term aim is to inform curriculum review and metacognitive support across both systems.
Method. An explanatory sequential mixed-methods design was used. The quantitative phase involved 746 final-semester mathematics education students from 18 Indonesian institutions (402 from PTKIN and 344 from PTUN) who completed the 52-item Metacognitive Awareness Inventory (MAI). Group means were compared with an independent-samples t-test after assumption checks. Follow-up semi-structured interviews with lecturers and program leaders were organized around curriculum and learning-process themes.
Results. The PTKIN and PTUN groups had similar mean scores (5.2434 and 5.2552, respectively), and the independent-samples t-test showed no statistically significant difference, t(744) = -0.061, p = .951. Interview participants described substantial overlap in core mathematics and pedagogy courses and in practices used to support problem solving. Institutional affiliation was the only quantitative grouping variable tested; student-level predictors were not ranked.
Conclusion. Administrative affiliation alone did not distinguish students' metacognitive awareness in this sample. Programs in both systems should assess and teach metacognitive processes explicitly instead of treating institutional type as a proxy for students' learning needs.
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