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"Penelitian ini bertujuan untuk mengetahui hubungan antara keterampilan metakognisi dan pendekatan belajar deep serta surface approach pada siswa SMP. Keterampilan metakognisi disebut sebagai suatu faktor personal yang memiliki peran penting dalam menentukan pendekatan belajar individu. Secara spesifik, penerapan Kurikulum Merdeka fase D pada jenjang SMP di Indonesia menuntut siswa untuk lebih menerapkan deep approach. Maka dari itu, penelitian ini melibatkan 192 partisipan siswa SMP dengan rentang usia 12-15 tahun yang berasal dari SMP swasta X di Bekasi dan SMP negeri Y di Jakarta. Hasil penelitian utama menunjukkan adanya hubungan yang positif dan signifikan antara keterampilan metakognisi dan deep approach dengan r(192) = 0,597, p<0,001 (p<0,01, one-tailed) dengan effect size yang termasuk large effect (r≥0.5). Artinya, semakin tinggi keterampilan metakognisi siswa SMP, semakin tinggi kecenderungannya menerapkan deep approach. Hal ini sesuai untuk menjalani kondisi kurikulum pendidikan setingkat SMP yang diterapkan saat ini. Dengan mengetahui hubungan antara kedua variabel, harapannya guru dan orang tua/wali dapat menerapkan metode belajar konstruktivistik, Problem-Based Learning (PBL), atau metode lainnya yang dapat membantu meningkatkan keterampilan metakognisi siswa SMP sehingga tujuan belajar tercapai secara optimal.

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This study aims to determine the relationship between metacognitive skills with deep and surface learning approaches in junior high school students. Metacognitive skills are referred to as a personal factor that has an important role in determining individual learning approaches. Specifically, the implementation of phase D of Kurikulum Merdeka at the junior high school level in Indonesia requires students to apply a deep approach. Therefore, this study involved 192 junior high school student participants aged 12-15 years from a private junior high school X in Bekasi and a public junior high school Y in Jakarta. The main result showed a positive and significant relationship between metacognitive skills and deep approach with r(192) = 0.597, p<0.001 (p<0.01, one-tailed) and a large effect size (r≥0.5). That is, the higher the metacognitive skills in junior high school students, the higher the tendency to apply the deep approach. This is appropriate to undergo the conditions of the current junior high school education curriculum. By knowing the relationship between the two variables, it is hoped that teachers and parents/guardians can apply constructivistic learning methods, Problem-Based Learning (PBL), or other methods that can help improve the metacognitive skills of junior high school students so that learning goals are achieved optimally.

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"Pada masa remaja awal, siswa SMP menghadapi fase krusial dalam membentuk keterampilan akademik. Pendekatan belajar, khususnya deep, berperan dalam mendukung performa akademik. Penelitian ini menguji peran keterampilan metakognisi dan kegigihan secara simultan dalam memprediksi pendekatan belajar deep dan surface pada siswa SMP usia 12–16 tahun (N = 196; M = 13,41). Pendekatan belajar diukur menggunakan The Revised Two Factor Study Process Questionnaire (R-SPQ-2F), keterampilan metakognisi dengan Metacognitive Skills Scale (MSS), dan kegigihan dengan Grit Scale for Children and Adult (GSCA). Analisis regresi berganda menggunakan SPSS Statistics menunjukkan bahwa keterampilan metakognisi dan kegigihan secara simultan memprediksi pendekatan deep, namun tidak memprediksi pendekatan surface (p < 0.001, R² = 0.386; p = 0.220, R² = 0.016). Keterampilan metakognisi berhubungan positif dengan pendekatan deep dan negatif dengan surface, sementara kegigihan hanya berhubungan positif dengan deep. Oleh karena itu, siswa, orang tua, dan guru disarankan untuk berkolaborasi dalam meningkatkan metakognisi dan kegigihan guna mendukung pembelajaran yang optimal.

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During early adolescence, junior high school students face a critical phase in developing academic skills. Learning approaches, particularly deep learning, play a significant role in supporting academic performance. This study examines the simultaneous role of metacognitive skills and grit in predicting deep and surface learning approaches among junior high school students aged 12–16 years (N = 196; M = 13,41). Learning approaches were measured using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), metacognitive skills using the Metacognitive Skills Scale (MSS), and grit using the Grit Scale for Children and Adults (GSCA). Multiple regression analysis using SPSS Statistics revealed that metacognitive skills and grit simultaneously predicted deep learning approaches but not surface approaches (p < 0.001, R² = 0.386; p = 0.220, R² = 0.016). Metacognitive skills were positively associated with deep approaches and negatively with surface approaches, while grit was positively associated only with deep approaches. Therefore, students, parents, and teachers are encouraged to collaborate in enhancing metacognitive skills and grit to support optimal learning outcomes."