Metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learning
This research investigated the influence of metacognition and cooperative learning based on deliberative democracy on students’ critical thinking skills in social studies learning, focusing on how learning style moderated this relationship. The study employed a quantitative research approach utilizi...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2458915 |
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| author | Agus Suprijono Ersis Warmansyah Abbas Riyadi |
| author_facet | Agus Suprijono Ersis Warmansyah Abbas Riyadi |
| author_sort | Agus Suprijono |
| collection | DOAJ |
| description | This research investigated the influence of metacognition and cooperative learning based on deliberative democracy on students’ critical thinking skills in social studies learning, focusing on how learning style moderated this relationship. The study employed a quantitative research approach utilizing moderated regression analysis to examine the direct effect of the educational intervention and the moderating effect of learning style. Data were collected from 35 junior high school students using validated questionnaires measuring metacognition, cooperative learning, learning style, and critical thinking. The findings revealed that metacognition and cooperative learning significantly enhanced students’ critical thinking skills. Learning styles significantly moderated the relationship between cooperative learning and critical thinking skills. Notably, integrating metacognitive strategies and cooperative learning approaches grounded in the principles of deliberative democracy significantly impacted the development of students’ critical thinking skills in social studies learning. |
| format | Article |
| id | doaj-art-67f822de2a624c50bae2b9b4e61f6dc5 |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-67f822de2a624c50bae2b9b4e61f6dc52025-02-03T15:45:02ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2458915Metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learningAgus Suprijono0Ersis Warmansyah Abbas1Riyadi2Department of Social Sciences and Law, Universitas Negeri Surabaya, East Java, IndonesiaDepartment of Teacher Training and Education, Universitas Lambung Mangkurat, South Kalimantan, IndonesiaDepartment of Social Sciences and Law, Universitas Negeri Surabaya, East Java, IndonesiaThis research investigated the influence of metacognition and cooperative learning based on deliberative democracy on students’ critical thinking skills in social studies learning, focusing on how learning style moderated this relationship. The study employed a quantitative research approach utilizing moderated regression analysis to examine the direct effect of the educational intervention and the moderating effect of learning style. Data were collected from 35 junior high school students using validated questionnaires measuring metacognition, cooperative learning, learning style, and critical thinking. The findings revealed that metacognition and cooperative learning significantly enhanced students’ critical thinking skills. Learning styles significantly moderated the relationship between cooperative learning and critical thinking skills. Notably, integrating metacognitive strategies and cooperative learning approaches grounded in the principles of deliberative democracy significantly impacted the development of students’ critical thinking skills in social studies learning.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2458915Cooperative learningcritical thinkingdeliberative democracylearning stylesmetacognitionsocial studies education |
| spellingShingle | Agus Suprijono Ersis Warmansyah Abbas Riyadi Metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learning Cogent Education Cooperative learning critical thinking deliberative democracy learning styles metacognition social studies education |
| title | Metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learning |
| title_full | Metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learning |
| title_fullStr | Metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learning |
| title_full_unstemmed | Metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learning |
| title_short | Metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learning |
| title_sort | metacognition and cooperative learning based on deliberative democracy moderated by learning style toward critical thinking skill in social studies learning |
| topic | Cooperative learning critical thinking deliberative democracy learning styles metacognition social studies education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2458915 |
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