Transforming Reflective Learning in Teacher Education: The Role of Metacognitive Dynamics in Adaptive Gamified Systems

I Ketut Surata; I Putu Redy Irawan; Asri  Widiatsih; Nurhamsa  Mahmud; Suardi Suardi

doi:10.55927/ajae.v4i3.15060

Authors

I Ketut Surata IKIP Saraswati
I Putu Redy Irawan Universitas Negeri Makassar
Asri Widiatsih University of PGRI Argopuro
Nurhamsa Mahmud Khairun University
Suardi Suardi MAN 2 West Pasaman

DOI:

https://doi.org/10.55927/ajae.v4i3.15060

Keywords:

Self-Regulated Learning, Game-Based Learning, Reflective Thinking, Preservice Teacher Training, Cognitive Scaffolding

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.

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