STRATEGI PEMBELAJARAN BERBASIS KESADARAN DIRI (SELF-AWARENESS LEARNING) PADA PESERTA DIDIK ERA DIGITAL

Salwa Muin; Bambang Triawan Pamungkas; Fatikhatun Nur; Malikhah Nur Laili; Elok Widiana Sukmawati

doi:10.57094/ndrumi.v9i1.4591

Salwa Muin Universitas Muhammadiyah Maluku Utara, Indonesia
Bambang Triawan Pamungkas Universitas Negeri Malang, Indonesia
Fatikhatun Nur Universitas Muhammadiyah Malang, Indonesia
Malikhah Nur Laili UIN Walisongo Semarang, Indonesia
Elok Widiana Sukmawati Universitas Semarang, Indonesia

DOI: https://doi.org/10.57094/ndrumi.v9i1.4591

Keywords: Self-Awareness Learning; Self-Regulated Learning; Metacognition; Digital Learning; Emotional Regulation

Abstract

Digital transformation poses challenges to students’ self-regulation, metacognition, and emotional stability within distraction-rich learning environments. This study aims to formulate an integrative and contextual Self-Awareness Learning strategy for the digital era. A qualitative approach with a systematic literature review (SLR) design was employed, guided by the PRISMA 2020 framework. Data sources included peer-reviewed journal articles, academic books, and educational policy documents addressing self-regulated learning, metacognition, social-emotional learning, and digital learning. Data were analyzed using thematic analysis, and trustworthiness was ensured through credibility, dependability, and confirmability procedures. The synthesis produced a five-component conceptual model: Cognitive Awareness, Metacognitive Regulation, Emotional Awareness, Reflective Integration, and Digital Adaptation Layer. The findings emphasize that effective learning requires the systemic integration of reflective epistemic processes and digital adaptability. The study recommends implementing structured reflective cycles in formal instructional design.

References

Asmawati, A., Risnawati, R., & Muhandaz, R. (2019). Pengaruh penerapan strategi pembelajaran metakognitif terhadap kemampuan koneksi matematis berdasarkan kemandirian belajar siswa SMP/MTs. JURING (Journal for Research in Mathematics Learning), 2(3), 273-284.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The internet and higher education, 27, 1-13.

Chandra Saptanto Juraganda S, Dkk. (2025). Memanfaatkan Teori Belajar Behaviorisme Untuk Memperkuat Pembelajaran Deep Learning. Ndrumi : Jurnal Ilmu Pendidikan Dan Humaniora, 8(1), 46-58. https://doi.org/10.57094/ndrumi.v8i1.3115

Carpenter, S. K., Witherby, A. E., & Tauber, S. K. Journal of Applied Research in Memory and Cognition.

Dunlosky, J., & Metcalfe, J. (2008). Metacognition. Sage Publications.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child development, 82(1), 405-432.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.

Goleman, D. (1995). Emotional Intelligence. Bantam Books.

Greene, J. A. (2017). Self-regulation in education. Routledge.

Junco, R. (2012). In-class multitasking and academic performance. Computers in Human Behavior, 28(6), 2236-2243.

Kharismawati, I., Agustini, A., Wapa, A., Andartiani, K., Hadromi, H., Kurniawati, I., ... & Safura, S. (2024). Strategi Pembelajaran Kurikulum Merdeka Belajar. Penerbit Mifandi Mandiri Digital, 1(01).

Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher education, 67, 135-142.

Lestari, S. P., Muhandaz, R., & Risnawati, R. (2019). Pengaruh Penerapan Strategi Metakognitif Terhadap Kemampuan Komunikasi Matematis Berdasarkan Kemandirian Belajar Siswa Sekolah Menengah Pertama Pekanbaru. JURING (Journal for Research in Mathematics Learning), 2(2), 171-178.

Nurainy, N. A., & Sujarwo, S. (2025). Pengembangan E-Modul Terintegrasi Petunjuk Metakognitif dan Regulasi Motivasi untuk Meningkatkan Kemandirian dan Hasil Belajar Siswa. Ideguru: Jurnal Karya Ilmiah Guru, 10(3), 1869-1878.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. bmj, 372.

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422.

Rahmiyati, A. (2017). Pengaruh Self Regulated Learning terhadap Prestasi Belajar Siswa Kelas X pada Mata Pelajaran Ekonomi. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 6(9).

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.

Suryadi, D. (2013). Didactical design research (DDR) dalam pengembangan pembelajaran matematika. In Prosiding seminar nasional matematika dan pendidikan matematika (Vol. 1, pp. 3-12).

Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press.

Team, W. T. (2003). Lincoln, YS & Guba, EG (1985). Naturalistic inquiry. Beverley Hills.

Wulandari, N. P., Asnota, A. O., Nakowanda, E. S., Winarti, W., Purba, A., & Sayed, S. (2025). Integrasi Pendidikan Sosio-Emosional dalam Kurikulum Abad ke-21: Pembelajaran dari Model Finlandia untuk Penguatan Kurikulum Merdeka di Indonesia. EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT, 5(2), 2135-2143.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In Handbook of metacognition in education (pp. 299-315). Routledge.