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Metacognition Research Trends in Physics Education: A Systematic Literature Review with Flavel’s Metacognition Framework

JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI · Vol. 14 No. 1 (2025) · hlm. 219–225

DOI
10.24042/jipfalbiruni.v14i1.27584
ISSN
2503-023X, 2303-1832
Terbit
2025-06-30
Penerbit
Universitas Islam Negeri Raden Intan Lampung, Indonesia
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Even though reviews related to metacognition in education have been reported periodically, reviews of metacognition in physics education have rarely been explored. This study aims to analyze the trends and development patterns of metacognition research in physics education through a systematic review of the literature, identify the most researched aspects of metacognition as well as unanswered gaps in the context of physics education, and specifically assess effective metacognitive instructional practices or uncover the lack of research on teachers' pedagogical knowledge. This study examines 17 physics education- related papers that were published between 2013 to 2021 in peer-reviewed journals. Following data extraction based on the criteria introduced by Flavel, then synthesized and reported narratively. Based on the analysis, the findings of this study reported that the studies of metacognition in physics education focused on metacognitive knowledge (MK) more than metacognitive experience (ME), little attention has been given to metacognitive instruction in physics learning (n=7 out of 17 articles), and related to professional development of pre-service teachers (in higher education) and teachers of physics education, studies of metacognition for pre- and in-service trainings have not been addressed yet. These findings identified that there are gaps in research related to metacognition in physics education and these gaps need to be explored for further research. These findings identify that there are gaps in research relating to metacognition in physics education and these gaps need to be explored for further research. Thus, the results of this analysis are expected to provide a comprehensive mapping of the development of metacognition research in physics education, be the basis for the development of more effective learning strategies and metacognition-based teacher training, and open up further research opportunities, especially related to teacher pedagogical training and the integration of metacognition in the physics curriculum.

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  • State University of Malang
  • State University of Semarang
  • National Yang Ming Chiao Tung University
  • National Research and Innovation Agency
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Rekan penulisOrganisasiArtikel bersama
Etty WidayantiAfiliasi tidak diketahui3
Yulia SuciatiAfiliasi tidak diketahui3
Sutopo SutopoState University of Malang2
Sri Rahayu LestariAfiliasi tidak diketahui2
Dewi Sekar MiasihAfiliasi tidak diketahui2
Ahmad TaufiqAfiliasi tidak diketahui2
Syndhi Pramitika SariState University of Malang1
Annisa Maya SariState University of Malang1
Ahmad SuryadiState University of Malang1
Tsania Nur DiyanaState University of Malang1
Sucihatiningsih Dian Wisika PrajantiState University of Semarang1
Herlin PujiartiAfiliasi tidak diketahui1
Aldias BahatmakaAfiliasi tidak diketahui1
Prihatini RetnaningsihAfiliasi tidak diketahui1
Muhammad Iqbal SamanAfiliasi tidak diketahui1
Supriyono Koes-HAfiliasi tidak diketahui1
Hendra SusantoNational Yang Ming Chiao Tung University1
Rony IrawantoNational Research and Innovation Agency1
Muhammad Sasmito DjatiAfiliasi tidak diketahui1
Hidajah RachmawatiAfiliasi tidak diketahui1
Alif Rosyidah El BarorohAfiliasi tidak diketahui1
Yuslinda AnnisaAfiliasi tidak diketahui1
Lisa Ainun NajihahAfiliasi tidak diketahui1
Abdulloh FuadAfiliasi tidak diketahui1
Subakti SAfiliasi tidak diketahui1
Arif HidayatAfiliasi tidak diketahui1
Sentot KusairiAfiliasi tidak diketahui1
Akhmad JufriadiAfiliasi tidak diketahui1
Basrowi BasrowiAfiliasi tidak diketahui1
Kusuma Wardhani Mas'udahAfiliasi tidak diketahui1
Nasikhudin NasikhudinAfiliasi tidak diketahui1
Fina Nur AzizahAfiliasi tidak diketahui1
Ulwiyatus Sa’adahAfiliasi tidak diketahui1
Hartatiek HartatiekAfiliasi tidak diketahui1
Ramesh T. SubramaniamAfiliasi tidak diketahui1
Abdul GhofurAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ejournal.radenintan.ac.id/index.php/al-biruni/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Metacognition Research Trends in Physics Education: A Systematic Literature Review with Flavel’s Metacognition Framework</dc:title>
	<dc:creator xml:lang="en">Wicaksono, B. Anggit</dc:creator>
	<dc:creator xml:lang="en">Purwaningsih, Endang </dc:creator>
	<dc:creator xml:lang="en">Diantoro, Markus </dc:creator>
	<dc:creator xml:lang="en">Sunaryono, Sunaryono</dc:creator>
	<dc:subject xml:lang="en">Aspect Metacognitive</dc:subject>
	<dc:subject xml:lang="en"> Metacognitive instructions</dc:subject>
	<dc:subject xml:lang="en"> Physics education </dc:subject>
	<dc:subject xml:lang="en">Professional development.</dc:subject>
	<dc:description xml:lang="en">Even though reviews related to metacognition in education have been reported periodically, reviews of metacognition in physics education have rarely been explored. This study aims to analyze the trends and development patterns of metacognition research in physics education through a systematic review of the literature, identify the most researched aspects of metacognition as well as unanswered gaps in the context of physics education, and specifically assess effective metacognitive instructional practices or uncover the lack of research on teachers' pedagogical knowledge. This study examines 17 physics education- related papers that were published between 2013 to 2021 in peer-reviewed journals. Following data extraction based on the criteria introduced by Flavel, then synthesized and reported narratively. Based on the analysis, the findings of this study reported that the studies of metacognition in physics education focused on metacognitive knowledge (MK) more than metacognitive experience (ME), little attention has been given to metacognitive instruction in physics learning (n=7 out of 17 articles), and related to professional development of pre-service teachers (in higher education) and teachers of physics education, studies of metacognition for pre- and in-service trainings have not been addressed yet. These findings identified that there are gaps in research related to metacognition in physics education and these gaps need to be explored for further research. These findings identify that there are gaps in research relating to metacognition in physics education and these gaps need to be explored for further research. Thus, the results of this analysis are expected to provide a comprehensive mapping of the development of metacognition research in physics education, be the basis for the development of more effective learning strategies and metacognition-based teacher training, and open up further research opportunities, especially related to teacher pedagogical training and the integration of metacognition in the physics curriculum.</dc:description>
	<dc:publisher xml:lang="en">Universitas Islam Negeri Raden Intan Lampung, Indonesia</dc:publisher>
	<dc:date>2025-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ejournal.radenintan.ac.id/index.php/al-biruni/article/view/27584</dc:identifier>
	<dc:identifier>10.24042/jipfalbiruni.v14i1.27584</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Pendidikan Fisika Al-Biruni; Vol. 14 No. 1 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni; 219-225</dc:source>
	<dc:source xml:lang="id">Jurnal Ilmiah Pendidikan Fisika Al-Biruni; Vol 14 No 1 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni; 219-225</dc:source>
	<dc:source>2503-023X</dc:source>
	<dc:source>2303-1832</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ejournal.radenintan.ac.id/index.php/al-biruni/article/view/27584/9728</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Physics Education Department, UIN Raden Intan Lampung, Indonesia</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>