Learning Strategies: A Perspective On Resource Management, Cognitive Components And Metacognitive Self-Regulation In Islamic Studies

Abstract

Higher education is a learning platform where students able to self-regulate their own learning strategies and apply them wisely. There are various learning strategies that help learners to understand what they learn at the university. However, students are still ambiguous in identifying the best learning strategies as they do not know which strategies are suitable for them. The purpose of this research is to study how the learners perceive in using resource management, cognitive components and metacognitive self-regulation in their learning especially in the Islamic studies. Besides, this study is conducted to discover relationship between resource management, cognitive components and metacognitive self-regulation in learning Islamic studies. This research uses quantitative method in the form of survey using the 5-likert scale through Google Form application. The result of the study shows that resource management, cognitive components and metacognitive self-regulation have the high mean value. This indicates that the learners apply the learning strategies in Islamic studies effectively. Besides, there are relationship between resource management, cognitive components and metacognitive self-regulation in learning Islamic studies. The implication of this study is learners can get a good grade by applying various learning strategies based on their ability and potential. Further research can be carried out to the other groups of learners from the other university to see the different result relating to the three learning strategies in Islamic studies. Besides, it is suggested that there are more researches on the other learning strategies that can be applied in the Islamic studies other than these three learning strategies.