The findings are considered important as schools worldwide increasingly integrate artificial intelligence, digital platforms, and technology-driven learning into classrooms. The study highlights that while technology can improve access to information and student engagement, reflective learning skills remain essential for helping students think critically and learn independently in the digital era.
Researchers from Ecumenical Theological College Jakarta argue that many education systems, including in Indonesia, still focus heavily on academic outcomes rather than the learning process itself. As a result, students often struggle to plan, monitor, and evaluate how they learn. These three components form the core of metacognitive competence, which is increasingly recognized as a critical skill in 21st-century education.
According to the study, deep learning in education does not simply refer to artificial intelligence technology. Instead, it describes a learning approach that emphasizes meaningful understanding, conceptual integration, critical reflection, and student-centered learning experiences. The approach contrasts with surface learning methods that prioritize memorization over comprehension.
Reflective Learning Emerged as the Strongest Factor
The study used a mixed-method sequential explanatory design that combined quantitative and qualitative research approaches. Researchers collected data through questionnaires, interviews, classroom observations, and school documentation.
The research involved junior high school students in grades VII and VIII at a school implementing deep learning-based instruction. Quantitative analysis included 60 students, while the qualitative phase involved 12 students, six teachers, and two supporting school informants.
Several important findings emerged from the study:
- The implementation of deep learning-based instruction scored an average of 3.87 out of 5, categorized as high.
- Students’ metacognitive competence averaged 3.65, placing it in the medium-to-high category.
- Reflective learning became the most influential factor affecting metacognitive development, with a beta coefficient of 0.428.
- The statistical model showed that 62 percent of the variation in metacognitive competence could be explained by deep learning-based instruction.
The study also identified a major weakness in students’ monitoring skills. Many students struggled to evaluate their thinking processes while learning in real time. One student interviewed during the research admitted that they often realized their study method was ineffective only after completing assignments.
Researchers found that reflective activities such as discussions, project-based learning, and self-evaluation exercises helped students better understand how they think and learn. One student reported gaining a clearer understanding of their own thought processes after being asked to explain discussion results in class.
Technology Alone Is Not Enough
The study also revealed a significant gap between technology use in classrooms and the development of metacognitive skills. While schools increasingly use digital learning platforms and interactive media, technology is still mostly limited to delivering material and completing assignments rather than helping students reflect on their learning behavior.
One participant explained that technology was mainly used “for finding material or doing assignments” and rarely supported self-evaluation or reflective learning.
Herman Pakiding and Ruth Judica Siahaan warned that educational technology without proper pedagogical strategies may create what researchers describe as “metacognitive laziness.” In this condition, students become overly dependent on digital tools and lose opportunities to actively monitor and regulate their own thinking processes.
The researchers emphasized that teachers should explicitly teach metacognitive strategies instead of assuming that technology-enhanced learning automatically develops reflective thinking. The study found that many teachers focused heavily on classroom activities and projects but rarely taught students how to consciously manage their learning strategies.
Implications for Schools and Education Policy
The findings support growing international discussions about the future of education in the AI era. As artificial intelligence becomes more integrated into classrooms, educators face increasing pressure to balance technological innovation with human-centered learning approaches.
The researchers recommend that schools integrate structured reflection, self-monitoring exercises, and metacognitive feedback into classroom activities. They also encourage educators to shift from teacher-centered instruction toward learner-centered approaches where students actively build knowledge through reflection and collaboration.
The study suggests that strengthening metacognitive competence may help students become more independent learners, improve critical thinking skills, and adapt more effectively to complex digital learning environments. These skills are increasingly valuable not only in education but also in future workplaces that require problem-solving, adaptability, and continuous learning.
Researchers also believe the findings could guide policymakers and curriculum developers in designing learning systems better suited to the demands of modern education. By combining reflective learning strategies with technology, schools may create more balanced educational environments that support both cognitive achievement and student self-awareness.
Despite the positive findings, the researchers acknowledged several limitations, including the relatively small sample size and the use of perception-based questionnaires. Future studies are expected to use longitudinal designs and learning analytics tools to measure metacognitive development more objectively over time.
Author Profiles
Herman Pakiding is a researcher and academic at Ecumenical Theological College Jakarta with expertise in education, reflective learning, and metacognitive development in digital learning environments.
Ruth Judica Siahaan is an academic from Ecumenical Theological College Jakarta whose research focuses on modern pedagogy, student-centered learning, and educational technology integration.
Source
Pakiding, Herman & Siahaan, Ruth Judica. “Reorientation of Deep Learning Based Instruction in Enhancing Students' Metacognitive Competence.” Formosa Journal of Science and Technology (FJST), Vol. 5, No. 4, 2026, pp. 1075–1086.
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