Self-regulated Learning Theory in Metacognitive-Based Teaching and Learning of High-Order Thinking Skills (HOTS)

Abstract

Along with the need for global competence, the aspect of high-level thinking skills that is widely emphasized nowadays has demanded students to be intelligent individuals who apply the ability of learning skills through their own determination by implementing effective learning methods through self-regulated learning. However, the study found that in the teaching and learning of high-level thinking skills, the approach in learning self-regulation is less applied. Thus, this concept paper aims to discuss the application of self-regulation learning theory in teaching and learning metacognitive-based high-level thinking skills. This study uses an analytical approach to the literature review in discussing the relationship between learning self-regulation, metacognition and high-level thinking skills, the definition and concept of self-regulation learning, self-learning theory and the importance of self-regulation learning in teaching and learning metacognitive-based high-level thinking skills. Self-regulated learning theory suggests that teachers can use metacognitive elements in self-regulated learning to improve students' cognitive abilities and improve pedagogical knowledge and teaching efficiency. Through the application of this theory, it gives implications to the teaching and learning practices of teachers and students in improving students' thinking skills based on metacognition.