Keterampilan Berpikir Metakognitif pada Peserta Didik Kelas 6 Sekolah Dasar
DOI:
https://doi.org/10.30587/didaktika.v31i2.9849Keywords:
Metacognitive, Higher Thinking Skills, Elementary School, Role of the TeacherAbstract
This research aims to analyze metacognitive thinking skills in grade 6 elementary school students. Metacognitive skills, which involve the ability to understand, regulate, and evaluate one's own thinking processes, are recognized as a crucial aspect of 21st-century learning and the Pancasila student profile. This descriptive qualitative research was conducted in three elementary schools with the primary data collection method being interviews with grade 6 teachers. The research results indicate that the teachers have a strong awareness of the importance of developing metacognitive skills and have implemented various student-centered learning strategies, including diagnostic assessments, differentiated instruction, the use of interactive media, Problem-Based Learning and Project-Based Learning methods, as well as efforts to encourage self-reflection and questioning skills. Nevertheless, challenges such as the diverse abilities of students, lack of discipline, and a weak background understanding of metacognition are still encountered. The research concludes that despite the positive efforts of teachers, the optimal development of metacognitive skills requires a more systematic approach, in-depth teacher understanding, and support from the learning environment and home.
References
Abdussamad, H. Z., & Sik, M. S. (2021). Metode penelitian kualitatif. CV. Syakir Media Press. https://books.google.co.id/books?hl=id&lr=&id=JtKREAAAQBAJ&oi=fnd&pg=PR5
Achsin, M. (2016). Kemampuan pemecahan masalah pada PBL pendekatan kontekstual dalam tinjauan inventori kesadaran metakognitif (pp. 696–704). https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21684
Alfiannur, M., Rohbiah, & Cahyadi, A. (2025). Mobile learning, virtual learning metaverse dan artificial intelligence (AI) dalam pembelajaran PAI. Jurnal Teknologi Pendidikan, 5(1). https://e-journal.upr.ac.id/index.php/jtekpend/article/view/12083/5577
Asatryan, L. T., & Kostanyan, E. G. (2024). Pedagogical conditions for the formation of metacognitive knowledge and experience in younger schoolchildren. Region. https://doi.org/10.58587/18292437-2024.5-117
Blake, M. F., Cottle, K., Gallagher, C., & Macarthur, C. A. (2024). Supporting metacognition in writing strategy instruction: Effective learning strategies for the first-year student and beyond, 1(2), 43–59.
Damayanti, A. M., Syamsiyah, N., Astuti, E., Dania, U., & Kusumaningtyas, P. (2021). The role of metacognitive skills in developing the 21st century skills. Educational Studies: Conference Series, 1(1), 26–34.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645
Febrina, E., & Mukhidin. (2019). Metakognitif sebagai keterampilan berfikir tingkat tinggi pada pembelajaran abad 21. Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran, 6(1), 25–32. https://ejournal.upi.edu/index.php/edusentris/article/view/73844
Gutierrez, A. P., Londoño, D. M. M., León-Castaño, M. D., & Andrade-Arango, Y. (2025). Conciencia metacognitiva en docentes de Educación Superior. Revista Colombiana de Educación, 94, e20043. https://doi.org/10.17227/rce.num94-20043
Hayati, N. (2011). Metakognitif: Bagaimana belajar untuk meningkatkan prestasi. Al-Hikmah, 8(1), 25–32. https://journal.uir.ac.id/index.php/alhikmah/article/download/1534/964
Herlina, L., Remana, M. T., & Nurcahya, M. A. (2022). Pembelajaran project-based learning dalam meningkatkan berpikir kritis siswa. Bidayatuna: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 5(2), 162–172. https://ejournal.iaisyarifuddin.ac.id/index.php/bidayatuna/article/view/1660
Hidayah, N., & Maunah, B. (2024). Peran psikologi pendidikan dalam kegiatan pembelajaran. Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran, 3(2), 155–164. https://doi.org/10.21776/ub.jcerdik.2024.003.02.06
Hidayati, Fitria & Julianto. (2024). Integrasi Etnosains Dalam Kurikulum Merdeka Sekolah Dasar Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Problem Solving. Dikdaktika, 30(2),306-320
Hidayati, Fitria & Julianto. (2025). Integrasi Pendekatan Etnosains dalam Pembelajaran Sains untuk Meningkatkan Keterampilan Berpikir Kritis Siswa. Dikdaktika, 31(1),101-111
Indarini, E., Sadono, T., & Onate, M. E. (2013). Pengetahuan metakognitif untuk pendidik dan peserta didik. Satya Widya, 29(1), 40–46. https://doi.org/10.24246/j.sw.2013.v29.i1.p40-46
Iskandar, S. M. (2016). Pendekatan keterampilan metakognitif dalam pembelajaran sains di kelas. Erudio, 2(2), 13–20. https://erudio.ub.ac.id/index.php/erudio/article/view/151
Khonamri, F., Podpera, R., Kurilenkо, V., & Obloberdiyevna, D. S. (2024). The predictive role of teaching experience in teachers’ implementation of metacognitive knowledge. The Journal of Education, Culture, and Society, 15(2), 237–247. https://doi.org/10.15503/jecs2024.2.237.247
Lee, J.-H. (2024). Effects of improving metacognitive awareness on emotional regulation and concentration in high school students. Advances in Developmental and Educational Psychology, 5(1), 185–195. https://doi.org/10.25082/adep.2024.01.002
Li, S., Jia, X., Zhao, Y., Ni, Y., Xu, L., & Li, Y. (2024). The mediating role of self-directed learning ability in the impact of educational environment, learning motivation, and emotional intelligence on metacognitive awareness in nursing students. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-024-02457-z
Makiaway, J., Raganas, S. E., Serbo, D. N., & Acuña, A. (2024). A glimpse of my progress: Exploring reflective journaling as an innovation to enhance metacognitive skills, motivation, and acceptability of learners, 1(2), 19–27. https://doi.org/10.69739/jahss.v1i2.104
Marlina, M., Usman, U., & Basam, F. (2024). Pengembangan modul berbasis model PBL (Problem Based Learning) untuk meningkatkan kemampuan metakognitif peserta didik kelas VI. Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 6(1), 89–105. https://journal.uin-alauddin.ac.id/index.php/jipmi/article/view/44873/19077
Muthmainnah, T. A., Ariya, A. A., & Adnan. (2024). Konsep dasar metakognisi dalam proses pembelajaran. JIIP (Jurnal Ilmiah Ilmu Pendidikan), 7(12), 13549–13556. https://jiip.stkipyapisdompu.ac.id/jiip/index.php/JIIP/article/download/6356/4787/42378
Nurishlah, L., & Samadi, M. R. (2023). Metakognitif siswa sekolah dasar. Jurnal Murabbi, 2(1), 48–53. http://junal.staisabili.net/index.php/murabbi/index
OECD. (2023). PISA 2022 results (Volume I and II) - Country notes: Indonesia. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
Pasaribu, P. B. A., Damanik, M. H., & Sitanggang, F. J. (2021). Peningkatan pemahaman struktur aljabar melalui pendekatan metakognitif. Jurnal Pendidikan Matematika, 1(2), 31–41.
Putri, A. F. H., Sulistyowati, D. R., Fittari, M., & Wiryanto, J. (2024). Analisis metakognisi peserta didik kelas V sekolah dasar dalam memecahkan masalah matematika bangun ruang dalam perspektif teori perkembangan kognitif Jean Piaget. Sekolah Dasar: Kajian Teori dan Praktik Pendidikan, 33(1), 26–39.
Putri, R. N., Tindangen, M., Maasawer, E. T., Maria, V., & Rambitan, M. (2025). Analisis kemampuan metakognitif siswa dalam pembelajaran menggunakan jurnal reflektif pada mata pelajaran biologi di SMP Negeri 27 Samarinda. Jurnal Ilmiah Pendidikan IPA, 7(2), 666–677.
Rijali, A. (2018). Analisis data kualitatif. Alhadharah: Jurnal Ilmu Dakwah, 17(33), 81–95. https://jurnal.uin-antasari.ac.id/index.php/alhadharah/article/view/2374
Rukminingrum, D. V., Hanurawan, F., & Mudiono, A. (2017). Pengetahuan metakognitif belajar siswa kelas V SD. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(2), 280–284. https://journal.um.ac.id/index.php/jptpp/article/view/8547
Setyaningsih, Y., Listiani, F. D., & Yudono, K. D. A. (2021). Studi komparasi strategi pembangkitan kompetensi metakognitif siswa sekolah dasar. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 10(1), 117–136. https://repository.usd.ac.id/38404/
Siregar, R. V., Lubis, P. K. D., Azkiah, F., & Putri, A. (2024). Peran penting pendidikan dalam pembentukan sumber daya manusia cerdas di era digitalisasi menuju Smart Society 5.0. Indonesian Journal of Education and Development Research, 2(2). https://www.rayyanjurnal.com/index.php/IJEDR/article/view/2621/pdf
Sucipto, S. (2017). Pengembangan keterampilan berpikir tingkat tinggi dengan menggunakan strategi metakognitif model pembelajaran problem based learning. JP (Jurnal Pendidikan): Teori dan Praktik, 2(1), 77–85. https://doi.org/10.26740/jp.v2n1.p77-85
Tasbih, M. I. (2024). Pengembangan sumber daya manusia melalui pendidikan: Konsep, strategi, dan manfaat. Jurnal Literasiologi, 12(5), 124–138.
Uyun, H. Q., & Homdijah, O. S. (2025). Peran lingkungan pendidikan anak (orang tua dan guru) dalam optimalisasi academic self-efficacy peserta didik hambatan pendengaran. JIIP (Jurnal Ilmiah Ilmu Pendidikan), 8(2), 1504–1512. https://jiip.stkipyapisdompu.ac.id/jiip/index.php/JIIP/article/view/6889/5097
Zamzami, M. A., & Zamzami, M. R. A. (2025). Peran strategi metakognitif dalam meningkatkan pemahaman materi pembelajaran pada siswa sekolah dasar. Jurnal Primed: Primary Education Journals, 5(1), 415–421. https://doi.org/10.36636/primed.v5i1.6747
Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121–169. https://doi.org/10.1080/03057267.2013.847261
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Publisher Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Gresik
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with DIDAKTIKA: Jurnal Pemikiran Pendidikan agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
Open Data and Software Publishing and Sharing
The journal strives to maximize the replicability of the research published in it. Authors are thus required to share all data, code or protocols underlying the research reported in their articles. Exceptions are permitted but have to be justified in a written public statement accompanying the article.
Datasets and software should be deposited and permanently archived inappropriate, trusted, general, or domain-specific repositories (please consult http://service.re3data.org and/or software repositories such as GitHub, GitLab, Bioinformatics.org, or equivalent). The associated persistent identifiers (e.g. DOI, or others) of the dataset(s) must be included in the data or software resources section of the article. Reference(s) to datasets and software should also be included in the reference list of the article with DOIs (where available). Where no domain-specific data repository exists, authors should deposit their datasets in a general repository such as ZENODO, Dryad, Dataverse, or others.
Small data may also be published as data files or packages supplementary to a research article, however, the authors should prefer in all cases a deposition in data repositories.
