Analysis of students with the wrong major based on the metacognitive dimension

Students with the wrong major always encounter academic conflicts because this greatly affects the development of their metacognitive skills. Therefore, this study aims to analyze (1) the percentage of students with the wrong major (2) the impact and factors that cause children to select the wrong majors (3) students' learning activities with the wrong major. This study used a descriptive quantitative approach comprising a population of mechanical engineering students. The participants were selected using proportional stratified random sampling . Data were collected through questionnaires and interviews. The validity test was performed using the product moment method from Karl Person. Moreover, data were analyzed by employing factors and descriptive statistical techniques. The results showed that 59% and 41% of students agreed and refused that they are in the wrong major . Second , the influencing factors include seeking opportunities to enter college, degree demand in the work context, parental coercion, study program profiles, and job prospects. However, the most influencing factor is seeking opportunities to enter college. Third, the wrong study program causes students to feel inferior to others. Fourth , there is a negative influence of the wrong major on metacognitive, particularly in planning development where children have difficulty managing time to achieve their goals


INTRODUCTION
In this life, education means the formation of "general intelligence" which is the development of the mind and consciousness from moral, aesthetic, and philosophical forms (Kritis & Pavlidis, 2012). It is expected to help students develop attitudes such as religiosity, sociality, gender, justice, democracy, honesty, integrity, independence, fighting power, and responsibility (Halstead & Taylor, 2000;Wardani, 2010). Suwartini et al (2017) emphasized that the Indonesian people need large and quality resources to support the implementation of a good education. Professional teachers have an important role in organizing good education (Zahro, Jurnal Pendidikan Teknologi dan Kejuruan, Vol.29 No.1, May 2023, pp. 71-85 Metacognitive is defined as 'thinking about thinking' to improve students' learning and understanding (Febrina & Mukhidin, 2019). This skill focus on a person's ability to learn, determine, and organize relevant knowledge-seeking strategies (Rohmania et al., 2021). Therefore, metacognitive relates to students' learning processes and strategies to discover their achievements.
This skill consists of a personal task and strategic knowledge (Flavell, 1979). (Smiley, 1977) divided metacognitive knowledge into three categories: procedural, declarative, and conditional. According to Schraw et al (2006), the three sub-components of this skill are conditional (about when and why to learn), declarative (about what the learning content is), and procedural (about how the person uses the learning). Schraw & Dennison (1994) emphasized that metacognitive includes planning, information management, understanding monitoring, strategy, and evaluation.
Based on previous studies, this skill relates to several aspects which have been neglected by students. It showed that about 87% of students are in the wrong major in Indonesia. This is supported by unstructured data which showed they were wrong in selecting the major or study program. Therefore, this study aims to analyze students in terms of the metacognitive dimension.
It examines the Department of Technology and Vocational Education, Teacher Training and Education Faculty, Sebelas Maret University. This is carried out with the hope of minimizing student errors in selecting majors.

METHOD
This study was carried out at the Department of Technical and Vocational Education, Faculty of Teacher Training and Education, Sebelas Maret University. A number of 244 mechanicals, building with informatics, and computer engineering students in the entry years of 2018, 2019, and 2020 were selected as the participants using descriptive quantitative. The determination of the entry years was based on the intensity and interaction of data sources on campus development. Furthermore, (Bungin, 2011) as cited by (Utaminingsih & Maskan, 2019) developed the determination of the number of samples using Slovinovin equation with a standard deviation of 5%.
According to Natsir (2004), as cited by (Utaminingsih & Maskan, 2019) the number of samples in each entry year was determined using a proportional stratified random sampling technique. Table 1 shows the total population of the participants.  This study involved students who select the wrong major with its effect and metacognitive skills as the independent and dependent variables, respectively. In its measurement, students with the wrong major, the effect of the wrong major, and metacognitive skills are developed using the concept of Nugrahini (2018), Zainuddin (2016), and Schraw et al. (2006), respectively. Variables, indicators, and research instrument-forming items are shown in Tables 2 to 4. Jurnal Pendidikan Teknologi dan Kejuruan, Vol.29 No.1, May 2023, pp. 71-85 The validity test of the questionnaire is carried out by employing the product moment method from Karl Person. Data were analyzed using descriptive statistical techniques. This study begins with data collection, followed by calculating the percentage of students who feel they are in the wrong major through data analysis techniques. Otherwise, the effect of the wrong major on metacognitive skills is presented through descriptive analysis with the help of SPSS.
Regression analysis is used to predict the dependent variable based on the value of the independent ones. Moreover, the interviews are carried out using a non-structured method, indicating that there are open discussions. Unstructured interviews are intended for the participants to provide actual information. Data were analyzed descriptively after passing through a series of meaningful identification and reduction.

RESULT
A total of 25.5%, 33.5, and 41.1% of students vote strongly agree, agree, and disagree that they are in the wrong major. The details are shown below:   Based on Table 4. the output results test explains all the factors when the extraction value is > 0.50. It also indicates that the components of the closest person, economy, and interest have a value of < 0.5, therefore, this factor is omitted. In this analysis results, the factors are grouped into 3 based on the largest correlation value. Table   5. shows the largest correlation value obtained from components 1, 2, and 3 consisting of desire and parents, study program profile, and job prospects in the order of demands.
b. Impact of Students with the Wrong Major  Table 6. shows that the most impact experienced by students with the wrong major is the S16 statement which contains "I feel inferior to others". The following are the details.

Prerequisite Test a. Normality Test
The Kolmogorov-Smirnov normality test was used because the sample recommended for testing is > 100. In this study, the residual value is normally distributed when the significance value is > 0.05. Meanwhile, the residual value is not normally distributed provided the significance value is < 0.05.  Therefore, the data is normally distributed.

b. Linearity Test
The linearity test was conducted to determine the relationship between variables. There is a linear relationship between the independent and dependent variables provided the significance Jurnal Pendidikan Teknologi dan Kejuruan, Vol.29 No.1, May 2023, pp. 71-85 value of deviation from linearity > 0.05. Meanwhile, there is no linear relationship between the variables when the significance value is < 0.05.  Therefore, there is a linear relationship between the independent and dependent variables.

Simple Linear Regression Test
This regression test is used to determine the influence between the independent and dependent variables. In this study, the variable X is the student with the wrong major, while the Y is metacognitive. The following are the details of the regression test: The above model explains the magnitude of the R-value of 0.318. Based on the output, the R² is 0.101, indicating the effect of students with the wrong major on metacognition is 10.1%. Jurnal Pendidikan Teknologi dan Kejuruan, Vol.29 No.1, May 2023, pp. 71-85 Based on the output of the table, the value of constant (a) and the regression coefficient (b) is 94.055 and -0.294 respectively. Therefore, the regression equation is indicated as follows: The value of the constant variable and the regression coefficient is 94.055 and -0.294 respectively.
This shows that the constant value of the student with the wrong major and metacognitive skills tends to decrease by -0.294. There is a negative relationship between variables X on Y. Based on the output, the significance level is 0.000 <0.05. Therefore, students with the wrong major tend to affect metacognitive skills. Based on the t-count value of -5.299 > t-table 1.650947, children with variable X negatively affect Y.

DISCUSSION
Based on the quantitative data analysis, 25.5%, 33.5%, and 41.1% of students selected agree, neutral, and refused they were in the wrong major respectively. The data showed that only 41.1% did not select the wrong major. After conducting in-depth interviews, about 5 students who selected neutral were indicated to have no stability in their major. The word "neutral" indicates less enthusiasm about learning. This is related to the major that failed to match their interests.
There is an element of compulsion when selecting a study program. However, there are several influencing factors when taking a major such as parental requests, suggestions from closest friends or relatives, and seeking opportunities to enter college.
The results showed that the analysis factors were divided into 3 groups. The first group consists of seeking opportunities to enter college and the demands of a bachelor's degree in the world. This was indicated by Anggraini & Surjaningrum (2012) and Salsabila (2021) that prospective students consider a low passing grade when selecting majors. The demands of a bachelor's degree are highlighted by (Woo & Park, 2017) that children select majors based on extrinsic factors, including the lack of job opportunities.
Furthermore, the second group consists of self-will and parental coercion. It is emphasized by Al Ghifari (2021) that students taking these majors are not purely of their own accord. The parental demand or coercion factor is in line with the survey results of the Center for Jurnal Pendidikan Teknologi dan Kejuruan, Vol.29 No.1, May 2023, pp. 71-85 Entrepreneurship Development at Udayana University where 56% of students feel they are in the wrong major and 90% of them are forced to follow their parents' wishes (Pratiwi & Wardana, 2016). This is also expressed by (Ayucedar et al., 2021) that a study program is determined by the parents.
The third group consists of the profile and the job prospects of the majors. This is in line with ICCN that 50.55% of external factors including parental advice, following friends' choices, lack of research on the department profile, and assuming they easily secure work cause students selecting the wrong study program (Ayucedar et al., 2021). Furthermore, Anggraini & Surjaningrum (2012) explained that a lack of knowledge or information about the majors causes children to select incorrectly.
Students with the wrong major can also have an impact on themselves and others. Based on the quantitative analysis results, children with a wrong study program feel inferior to others. This is indicated by Zainuddin (2016) that students with the wrong major have social conflicts, including negative labeling, being ignored and not being close to their friends in the department, feeling inferior, being belittled, as well as conflicts with lecturers and parents.
At the end of descriptive and regression analysis, there is a negative influence of students with the wrong major on metacognitive. This shows that children's knowledge and metacognitive skills are low when they are in the wrong study program. It is also expressed by Nurman et al This shows that students with the wrong major fail to manage their time well and achieve the goals they are pursuing. Coupled with the density of learning activities that makes students tired quickly, reduces enthusiasm, and reduces student achievement (Suharno et al., 2018).
According to Febrina & Mukhidin (2019), metacognitive skills help to improve children's learning and understanding. This is in line with Caia et al (2019) and (Tosun & Senocak (2013) that students with high skills can evaluate and adjust their goals to a more precise level, become better at planning, as well as properly manage information.

CONCLUSION
Based on the discussion above, the analysis results and hypotheses formulated as well as a 95% confidence level of α = 0.05, concludes: 1. From the class of 2018 -2020, a total of 25.5%, 33.5%, and 41.1% of students in Technology and Vocational Education of the Teacher Training and Education Faculty at Sebelas Maret University select agree, neutral, and refused that they are in the wrong major.