Systematic Literature Review: Profesionalisme Guru Dalam Mengintegrasikan Keterampilan Metakognitif Untuk Meningkatkan Kualitas Pembelajaran Sejarah

Abstract

History instruction in schools still tends to
focus on rote memorization, and thus has not been optimal in developing students’
higher-order thinking skills. This situation highlights the need to integrate
metacognitive skills supported by teacher professionalism. This study
aims to analyze the role of teacher professionalism in
integrating metacognitive skills into history instruction. The method
used was a Systematic Literature Review (SLR) with
the PRISMA approach applied to fourteen relevant articles. The results of the review
indicate that teacher professionalism plays a significant role in designing
student-centered learning through the application of strategies such as problem
based learning, inquiry learning, and self-regulated learning.
The integration of metacognitive skills—including planning, monitoring, and
evaluation—has been proven to enhance student engagement, independence, and
critical thinking skills in understanding historical events. However, its implementation
still faces challenges in the form of limited teacher understanding and
conventional teaching practices. Therefore, continuous improvement of
teacher professionalism is necessary to ensure that metacognitive integration
can function optimally.