Berpikir Metakognitif: Kunci untuk Belajar Lebih Efektif dan Mandiri
DOI:
https://doi.org/10.30587/didaktika.v31i2.9850Keywords:
Metacognitive, Higher Thinking Skills, Elementary School, Role of the TeacherAbstract
Metacognitive thinking skills are a crucial foundation in education for shaping reflective and independent learners who can manage their own learning process. These skills not only support students in understanding subject matter, but also train them to plan, monitor, and evaluate learning actively. Such abilities are particularly relevant in Natural Science (IPA) learning, which demands comprehension of scientific processes rather than mere memorization of concepts. However, elementary students’ metacognitive abilities are still unevenly developed and influenced by various factors. This study aims to analyze elementary school students’ metacognitive abilities in science learning using a mixed-method approach that combines qualitative and quantitative techniques for more comprehensive results. Findings indicate that most students show metacognitive tendencies in planning and monitoring, yet still face weaknesses in evaluation skills that need further improvement. Differences were also found between students’ and teachers’ perceptions of students’ metacognitive levels, highlighting the importance of teacher training and parental involvement. Hence, structured instructional strategies and strong collaboration between schools and families are essential to optimize the development of metacognitive skills as a core foundation in science learning.
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