M.S. Sumbawati, T. Wrahatnolo, R. Harimurti
Introduction. The problem and the aim of the study. Students’ low ability to manage their learning independently, including weak metacognition, self-efficacy, and self-regulated learning (SRL) skills, results in a lack of learning independence, poor problem-solving skills, and a mismatch between graduates and their fields of study. Therefore, it’s important as implement a student-centered learning model that is structurally measurable through metacognition, SE, and SRL indicators, in order to analyze the model’s suitability to empirical data in the field. Research methods. This study used a quantitative correlational research design with an explanatory approach to identify the influence of metacognition and self-efficacy variables on self-regulated learning (SRL) of students at the Faculty of Engineering, Unesa. The data collection process is carried out by three standardized questionnaires validated by experts using a Likert scale consisting of 5 points, and PLS-SEM (Partial Least Squares Structural Equation Modeling) as a statistical technique for analysis. Testing of the measurement model through confirmatory factor analysis (CFA) and structural model analysis was carried out as a two-stage multilevel analysis process with the aim of adjusting the theoretical model based on empirical findings. Instrument validation included the preparation of grids, writing test items, trials, and item analysis. PLS-SEM used in testing strength of the connection between the constructs studied and the overall suitability of the model. Results. The analysis results showed that the SE, metacognition, and SRL measurement models fit the data, with all items statistically significant. The vicarious experience dimension in SE had the lowest loading factor (0.573), indicating students’ weak confidence in learning from others’ experiences. Conversely, more than 70% of students demonstrated high SRL, with a focus on mastering professional skills and openness in discussions. SE and metacognition were shown to have a significant influence on SRL, particularly in planning, monitoring, and organizing learning strategies. Conclusion. This study found that self-efficacy and metacognition significantly influence students’ self-regulated learning (SRL) processes. Students with strong SRL tend to be more proactive, able to face academic challenges, and use student-centered learning strategies. High self-efficacy fosters self-confidence and psychological resilience, while metacognitive skills help students choose strategies, solve problems, think critically, and make informed learning decisions. This positively impacts timely study completion and professional readiness. Therefore, engineering and technology educators need to implement pedagogical approaches that encourage open, reflective, and design-based learning to strengthen students’ self-confidence and learning independence. © Meini Sondang Sumbawati, Tri Wrahatnolo, Rina Harimurti, 2025
Graduate School Universitas Negeri Surabaya, East Java, Surabaya, Indonesia; Faculty of Engineering Universitas Negeri Surabaya, East Java, Surabaya, Indonesia
