September 10, 2025Mimbar IlmuOpen Access

Metacognitive-Based Learning on Students' Decision Making and Cognitive Dissonance

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Discussion

Quasi-experimental study demonstrates improved decision-making and lower cognitive dissonance in students using metacognitive approaches.

Students trained with metacognitive-based learning showed significant improvements in decision-making skills.
Participants experienced lower levels of cognitive dissonance, indicating better alignment between beliefs and actions.
A quasi-experimental design compared outcomes between experimental and control groups to assess intervention effects.
Implementing metacognitive strategies in classrooms may foster cognitive harmony and adaptive behaviors.

Abadi et al. (2025) studied this question.

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