Analysis of the Function of Metacognitive Instruction in Strengthening Students’ Self-Directed Learning
DOI:
https://doi.org/10.61838/jltestm.31Keywords:
Metacognition, Self-directed learning, Cognitive self-regulation, Intrinsic motivation, Cognitive skillsAbstract
This study aims to examine and analyze the role of metacognitive instruction in enhancing students’ self-directed learning and to provide a coherent conceptual framework. This qualitative study employed a systematic literature review and theoretical analysis. Data were collected solely from 15 selected scholarly articles based on inclusion criteria including direct relevance, clear theoretical framework, and scientific credibility. Data analysis followed an inductive qualitative approach, incorporating open, axial, and selective coding using NVivo software version 14, continuing until theoretical saturation was achieved. Data analysis revealed four main themes: development of cognitive self-regulation, enhancement of intrinsic motivation and learner responsibility, promotion of higher-order cognitive skills, and empowerment of self-directed learning. Metacognitive instruction increased students’ awareness of cognitive processes, planning and monitoring of learning activities, problem-solving and decision-making skills, and intrinsic motivation and responsibility, thereby fostering independent and self-directed learners. These findings align with previous research and indicate that metacognition can serve as a key component in improving learning quality and lifelong skills development. Metacognitive instruction plays a critical role in enhancing students’ self-directed learning by strengthening cognitive, motivational, and behavioral dimensions. The study emphasizes the importance of designing metacognition-based educational programs and providing opportunities to practice self-management and self-assessment skills, offering an evidence-based foundation for educational policy-making and learner-centered curriculum development.
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