Development of Metacognitive Strategies in Early Childhood Education Learning for Improving Early Childhood Learning Independence in the Digital Era 2026

Rabitah Hanum Hasibuan; Khoirotun Habiba; Duwi Wulandari; Lidiya Atmasari; Lena Salindi; Siti Ulia Nurhasanah

doi:10.51278/bec.v5i1.2636

Authors

Rabitah Hanum Hasibuan Sheikh Abdul Halim Hasan Institute, Binjai, Indonesia
Khoirotun Habiba Sheikh Abdul Halim Hasan Institute, Binjai, Indonesia
Duwi Wulandari Sheikh Abdul Halim Hasan Institute, Binjai, Indonesia
Lidiya Atmasari Sheikh Abdul Halim Hasan Institute, Binjai, Indonesia
Lena Salindi Sheikh Abdul Halim Hasan Institute, Binjai, Indonesia
Siti Ulia Nurhasanah Sheikh Abdul Halim Hasan Institute, Binjai, Indonesia

DOI:

https://doi.org/10.51278/bec.v5i1.2636

Keywords:

Metacognition, Self-Regulated Learning, Early Childhood Education, Digital Era, Early Childhood Learning Strategies

Abstract

This study aims to develop and examine the effectiveness of metacognitive strategies in Early Childhood Education (ECE) to enhance self-regulated learning (SRL) among children aged 4–6 years in the digital era of 2026. Digital technology has fundamentally transformed the early childhood learning landscape; however, this transformation has not been matched by adequate pedagogical strategies to cultivate independent learners from an early age. A metacognitive approach—encompassing children's ability to plan, monitor, and evaluate their own learning processes—is considered a strategic solution to address this challenge. This study employed a Research and Development (R&D) approach using the ADDIE model with a quasi-experimental design. The sample comprised 120 early childhood learners from 6 ECE institutions in Medan City, North Sumatra, selected through purposive cluster sampling. Data were gathered using structured observation instruments, an SRL scale, and in-depth interviews with teachers and parents. Results indicated that the application of technology-based metacognitive strategies significantly improved children's SRL scores by 38.7% (p < 0.001) compared to the control group. The self-monitoring dimension showed the highest improvement (42.3%), followed by independent planning (35.6%) and self-evaluation (38.1%). These findings suggest the necessity of regularly integrating metacognitive strategies into ECE curricula, particularly in addressing 21st-century competency demands and the artificial intelligence era.

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