Metacognitive Strategies in Digital Learning Environments for Islamic Religious Education

Abstract

The rapid development of digital learning has transformed educational practices, requiring learners to become more independent and capable of regulating their own learning processes. However, the implementation of digital learning in Islamic Religious Education remains predominantly teacher-centered, limiting students' opportunities to develop metacognitive skills. This study aims to analyze effective metacognitive strategies in digital learning environments for Islamic Religious Education and to formulate a conceptual implementation model. A Systematic Literature Review (SLR) was employed by analyzing eleven relevant articles published between 2021 and 2026 and indexed in Scopus, ScienceDirect, Springer, IEEE Xplore, and SINTA. The selected studies were examined using content analysis and thematic analysis to identify recurring patterns and themes. The findings reveal five core components of effective metacognitive strategies: planning, monitoring, evaluating, self-regulated learning, and reflective learning. These components form an integrated learning cycle that supports students in setting learning goals, monitoring their progress, evaluating learning outcomes, regulating their learning behavior, and reflecting on their learning experiences. The study proposes a conceptual model that integrates these five components into digital Islamic Religious Education learning. The findings imply that effective digital learning requires not only technological integration but also explicit instructional design that systematically develops students' metacognitive abilities to promote independent, reflective, and meaningful learning.