Pengembangan Modul Ajar Pendidikan Agama Islam Berbasis Metacognitive Learning untuk Mengoptimalkan Kompetensi Self Regulated Learning Siswa Abad 21 di UPTD SD Negeri 33 Bangai Kecamatan Torgamba Kabupaten Labuhanbatu Selatan

Abstract

This study aims to develop a learning module based on metacognitive learning in Islamic Religious Education (PAI) to optimize 21st-century students’ Self-Regulated Learning competencies at UPTD SD Negeri 33 Bangai. The research employed the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was conducted to identify learning needs, student characteristics, and the demands of 21st-century competencies that require the strengthening of reflective thinking and self-regulation skills. The design stage resulted in a module blueprint that incorporates planning, monitoring, and evaluating steps in accordance with metacognitive principles. The development stage included producing the initial module draft, expert validation, and product revision. The validation results from the material expert showed a score of 92%, categorized as very valid and suitable for use. The language expert assessed that the module met the standards of proper Indonesian language use, was easy to understand, and appropriate for elementary school students, with a percentage of 86%, also categorized as very valid. Meanwhile, the media expert gave a score of 90%, indicating that the module has an attractive, proportional, and communicative design, and is categorized as very valid and feasible for use. Implementation was carried out through module trials at UPTD SD Negeri 33 Bangai to assess the practicality and effectiveness of the product in enhancing students’ Self-Regulated Learning. The validations from the material, language, and media experts consistently showed that the developed module is very valid and appropriate for use in PAI learning. The implementation results revealed that the teacher provided a score of 38 out of 40, with an average of 4.00, categorized as very practical. Meanwhile, the student questionnaire results demonstrated an improvement in Self-Regulated Learning, with a pretest score of 735 (average 28) and a posttest score of 997 (average 38). These findings indicate that the Metacognitive Learning Strategy module is effective in improving students’ ability to regulate their learning processes.