Advancing Metacognitive Awareness Inventory (MAI) in Teacher Education: Rasch Model among Indonesian Early Childhood Education Students

Abstract

Background: Metacognitive awareness is essential in learning, especially for prospective early childhood education students, as it contributes to developing reflective thinking skills needed in educating young children. However, research on metacognitive awareness among early childhood education students in Indonesia could be more extensive, particularly in using the Metacognitive Awareness Inventory (MAI) instrument's Indonesian version.

Objective: The current study aims to evaluate the reliability and validity of the Indonesian version of the MAI instrument using Rasch analysis and to investigate the level of metacognitive awareness of early childhood education students based on age, semester, and type of university.

Methodology: The study employed a quantitative survey of 357 early childhood education students at public and private universities in Surakarta, Central Java. Data were collected using the Indonesian version of the MAI and analysed using the Rasch model to assess the reliability and validity of the instrument and the distribution of respondents' metacognitive abilities.

Results: The Indonesian version of the MAI instrument was highly reliable, with an item reliability value of 0.98. Factor analysis supported the instrument's validity, with one dominant component explaining 95.41% of the total variance. The distribution of metacognitive awareness showed that most respondents were at the average level. However, there was an increase in the above-average and excellent categories among older and final-semester students.

Unique Contribution: The current study strengthens the validity and reliability of the Indonesian version of the MAI in measuring metacognitive awareness among early childhood education students and contributes to the development of metacognitive awareness based on age and semester, which has not been widely explored in the literature.

Conclusion: Metacognitive awareness develops with age and semester progress in early childhood education students. The Indonesian version of the MAI instrument can be used effectively within the Indonesian cultural context, though earlier pedagogical interventions are needed to enhance metacognitive awareness in early-semester students.

Key Recommendation: Lecturers and curriculum developers are advised to integrate learning strategies that support the development of metacognitive awareness from the beginning of study, especially for early-semester and younger students.