Vol.12, No.4, November 2023.                                                                                                                                                                               ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

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


Hainora Hamzah, Mohd Isa Hamzah, Hafizhah Zulkifli


© 2023 Mohd Isa Hamzah, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 12, Issue 4, Pages 2530-2540, ISSN 2217-8309, DOI: 10.18421/TEM124-65 November 2023.


Received: 25 June 2023.

Revised:   02 October 2023.
Accepted: 06 October 2023.
Published: 27 November 2023.




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.


Keywords – self-regulated learning, metacognitive, high-order thinking skills, teacher, students.



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