From Metacognitive Awareness to Self-Directed Learning: Insights from Non-English Majors

Yesi Yesi; Mardiah Mardiah

doi:10.37985/jer.v6i4.2927

Authors

Yesi Yesi Pendidikan Bahasa Inggris, Universitas La Tansa Mashiro Indonesia
Mardiah Mardiah Manajemen, Universitas Primagraha Indonesia

DOI:

https://doi.org/10.37985/jer.v6i4.2927

Keywords:

Self-Directed Learning, Metacognitive Awareness, Non-English Majors, English Language Learning, Qualitative Research

Abstract

Penelitian ini mengeksplorasi peran kesadaran metakognitif dalam pembelajaran mandiri Bahasa Inggris mahasiswa non-English major. Dengan desain kualitatif deskriptif dan analisis tematik, ditemukan empat tema utama yang terkait dengan komponen metakognitif Flavell (1979). Learning Strategies menunjukkan pengetahuan dan strategi metakognitif melalui perencanaan dan penggunaan teknik seperti ringkasan dan jadwal belajar. Skill Influence mencerminkan pengalaman metakognitif, ketika mahasiswa menilai kekuatan dan kelemahan diri, khususnya pada keterampilan menyimak dan berbicara. Support Mechanisms menekankan strategi eksternal, termasuk dukungan teman sebaya, forum daring, dan sumber media. Progress Evaluation berkaitan dengan pemantauan metakognitif melalui refleksi dan penilaian hasil belajar. Temuan ini menegaskan bahwa kesadaran, strategi, dan refleksi metakognitif saling mendukung kemandirian belajar. Penelitian ini berkontribusi secara teoretis pada model Flavell dan secara praktis menekankan pentingnya pelatihan strategi metakognitif.

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