Abstract

This study was conducted to analyze the literature related to the role of
metacognition in science learning in six developing countries in an effort to
improve the quality of learning. The objectives of this study include: 1) to
explore the role of metacognition as a learning strategy applied to science
learning; 2) to explore the role of students' metacognition skills in science
learning. 3) knowing the role of metacognition in science learning to improve
the quality of science learning. The benefit of this research is to facilitate
researchers in obtaining literature that is suitable for analysis related to the
research title to be carried out by researchers. The method of this research is to
use the Systematic Literature Review (SLR) method, which consists of 4 steps,
including identification, screening, eligibility, and inclusion. The results of this
study are obtained from as much as six pieces of literature that are suitable for
analysis. The results of the analysis of this article include: 1) Some parts of the
country applying metacognition strategies in science learning are proven to be
able to improve 21st century skills and also concept understanding. 2) Some
parts of the country apply several innovative learning models that are able to
improve students' metacognition skills. The level of education that is widely
used in the research studies reviewed is 40% at the junior and senior high school
level and 20% at the university level. It is expected that this research will
emphasize common patterns, challenges, and opportunities in using metacognitions skills in various science education contexts by gathering information
from various relevant studies.