Promoting Metacognition and Self-Regulated Learning: Strategies for Elementary Schools

Abstract

The development of AI has the potential to have both positive and negative implications. This technological advancement will continue to progress over time. Encouraging metacognition and self-regulation can help in dealing these implications. Metacognition and self-regulation have become popular concepts in education. However, more research is needed to develop teaching strategies for different age groups and contents. This article reviews the literature on fostering metacognition and self-regulation to develop self-regulated learners in elementary schools. This strategy was developed according to the psychological needs and abilities of the students. Metacognition refers to the ability to observe and control one's cognitive processes. On the other hand, self-regulation involves monitoring and controlling emotional responses and reactions to external stimuli. These concepts work together to develop a self-regulated learner, preparing students for a future where AI will be integrated into the workforce, creating a more competitive job market. To develop self-regulated learners, it's important to have a clear and implementable framework of these concepts within Indonesia curriculum context. This strategy will help students monitor and regulate their thoughts, emotions, and behaviors to navigate the evolving landscape of technology, especially artificial intelligence (AI). The design of strategies for elementary school settings through the implementation of Kurikulum Merdeka is based on three phases: pre, intra, and post. We also include framework design for the strategy. Future design considerations may also encompass challenges and strategies from various stakeholders, including the community, educators, and students.