October 10, 2025Prima Magistra Jurnal Ilmiah KependidikanOpen Access

An Experiential Learning Model to Enhance the Metacognitive Abilities of Pre-Service Teachers

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Authors

PSPanut SetionoUniversity of Bengkulu PSPunaji SetyosarıState University of Malang HPHenry PraherdhionoState University of Malang

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Implication

Qualitative research reveals an experiential learning model improves metacognitive skills in pre-service teachers, indicating its effectiveness in teacher education programs.

Key Points

Integrating metacognitive strategies significantly enhances pre-service teachers' metacognitive abilities, improving their problem-solving skills.
Five education experts validated the model's suitability, achieving a high score of 4.56 out of 5 on its alignment with metacognitive competencies.
The model employs a learning cycle that includes concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Emphasizing reflective and contextual learning designs fosters higher-order thinking skills within teacher education, especially for social education.

Cite This Study

Setiono et al. (2025) studied this question.

synapsesocial.com/papers/68e861a57ef2f04ca37e4660 https://doi.org/10.37478/jpm.v6i4.5756

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Implication

Qualitative research reveals an experiential learning model improves metacognitive skills in pre-service teachers, indicating its effectiveness in teacher education programs.

An Experiential Learning Model to Enhance the Metacognitive Abilities of Pre-Service Teachers

Discussion

Member takes

Implication

Key Points

Cite This Study

An Experiential Learning Model to Enhance the Metacognitive Abilities of Pre-Service Teachers

Discussion

Member takes

Implication

Key Points

Cite This Study

Also Consider

Also Consider