Comparison of Metacognitive and Learning Interest Based on Gender on Biology Subjects

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There is no significant difference in metacognitive awareness based on gender, and learning interest varies significantly.
The ANOVA analysis found a significance value of 0.000 for learning interest, indicating gender influences this outcome.
Causal comparative research involved 60 students from 9 classes using questionnaires and interviews to collect data.
Findings suggest metacognitive awareness can be equally improved, while learning interest is influenced by gender-based perceptions.

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Causal comparative study reveals no gender difference in metacognitive awareness, but significant variation in learning interest among tenth graders.

Shofiani et al. (2025) studied this question.

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Causal comparative study reveals no gender difference in metacognitive awareness, but significant variation in learning interest among tenth graders.