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All Journal JURNAL ILMIAH CAHAYA PAUD Akrab Juara : Jurnal Ilmu-ilmu Sosial STUDI PELAKSANAAN SELFMEDICATION PADA PENDERITA DIARE BERDASARKAN TINGKAT PENGETAHUAN MASYARAKAT PESISIR KECAMATAN SOROPIA KABUPATEN KONAWE Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al-Khidmah Jurnal Pengabdian Masyarakat Journal International Inspire Education Technology (JIIET) Jurnal Inovasi Pengabdian dan Pemberdayaan Masyarakat Asian Journal of Applied Education Jurnal Pengabdian Masyarakat Inovasi Indonesia
NURHAMSA MAHMUD
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Asian Journal of Applied Education

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Transforming Reflective Learning in Teacher Education: The Role of Metacognitive Dynamics in Adaptive Gamified Systems Surata, I Ketut; Irawan, I Putu Redy; Widiatsih, Asri; Mahmud, Nurhamsa; Suardi, Suardi
Asian Journal of Applied Education (AJAE) Vol. 4 No. 3 (2025): July 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i3.15060

Abstract

Developing reflective competence in pre-service teachers is essential for fostering critical and adaptive thinking, yet conventional methods often fall short in promoting deep metacognitive awareness. This quantitative study employed a quasi-experimental design involving 120 education students from two Indonesian universities, divided into experimental and control groups. Data were gathered through pre- and post-tests, observations, and perception questionnaires, and analyzed using ANCOVA. Findings revealed that integrating metacognitive elements into adaptive gamification significantly enhanced students' reflective competence compared to traditional methods.The results suggest that gamification tailored to metacognitive levels can effectively stimulate meaningful reflection. This study contributes to the theory of adaptive, technology-based learning models and offers practical insights for improving reflection-focused teacher education curricula.
Co-Authors A. Agustan Arifin Ahmad, Muthmainnah S. ALHADAD, BUJUNA Ana Safitri Bahran Taib Banapon, Sarmija Darmawati Darmawati Djaenal, Nurhikma A Farida Samad Hamka, Nurhadi Haryati Haryati I Ketut Surata Ikmal Muhammad Irawan, I Putu Redy Maronta, Yusuf Muhammad, Ikmal NURHANI MAHMUD Oktaviani, Winda Purba, Natalia Rita Samad ROSITA WONDAL S. Safar, Widya Rahmadini Samad, Rita Santi Farid Sariyanti La-sule Sukamto, Ika Sumiyarsi Umikalsum Arfa Widiatsih, Asri