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All Journal Journal of Science and Science Education (JoSSEd)
Patmawati Patmawati
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Materials Science & Nanotechnology Neuroscience Physics

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Microlearning in K–12 Education: A Systematic Review of Cognitive Outcomes, Metacognitive Assessment, and Self-Regulated Learning Patmawati Patmawati; Nurhayani H. Muhiddin; Ramlawati Ramlawati
Journal of Science and Science Education Vol. 7 No. 2 (2026)
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i2.16374

Abstract

Microlearning organizes instruction into brief, focused units, but evidence in K–12 education remains uneven, particularly for metacognitive outcomes. This systematic review synthesizes how microlearning has been implemented and what cognitive, metacognitive, and self-regulated learning (SRL) outcomes have been reported among K–12 students. Searches used 73 documented queries across web-mediated scholarly discovery linked to publisher or DOI records, ERIC, DOAJ, GARUDA, national journals, and citation chaining for publications from 2021 to 2026. Eleven empirical studies met the inclusion criteria. We conducted a narrative synthesis and appraised methodological quality using the 2018 Mixed Methods Appraisal Tool. The studies varied in format, design, measures, and reporting. Eight reported findings supportive of cognitive outcomes, while one reported mixed findings, one was descriptive, and one was uncertain; only two studies used comparison groups, whereas six used one-group pretest–posttest designs. One study measured SRL using a questionnaire, and none directly assessed metacognitive knowledge or regulation. The findings suggest potential support for cognitive outcomes but do not establish general effectiveness across K–12 settings. Evidence of metacognitive improvement remains insufficient. Stronger comparative designs and direct, process-sensitive measures are needed.
Co-Authors Haji Muhiddin, Nurhayani Ramlawati, Ramlawati