Lukman Asha, Idi Warsah, Hengki Kris Sanjaya, Muthmainnah Muthmainnah, Dadan Supardan, Muhammad Istan, Eka Apriani
This study aims to explore the application of metacognitive feedback by lecturers as a form of applying the concept of leadership in supporting students' metacognition development. In the context of modern education, which is increasingly influenced by technology and the AI era, lecturers not only deliver knowledge but also as facilitators and mentors who support students' self-learning process. AI-based technology allows lecturers to provide more personalized and real-time metacognitive feedback. Metacognition, which includes students' ability to understand and control their learning process, is the main focus of this research. This research uses the literature study research method to collect and analyze data. The data collection technique was conducted through a literature review that included various sources such as journal articles, books, and other related publications regarding metacognitive feedback, lecturer leadership, and student metacognition. The data collected was then analyzed using the thematic analysis method to identify themes and patterns from various relevant studies. Discussion of the literature data showed that metacognitive feedback provided by lecturers serves to strengthen the relationship between lecturers and students, as well as provide more personalized motivation and support. The concept of lecturer leadership also includes the ability to recognize and meet students' individual needs, provide specific and continuous feedback, and utilize technology to support metacognitive development. In addition, collaborative strategies, such as group discussions, and active learning methods can increase student engagement and the effectiveness of metacognition development. This research also discusses the importance of lecturers as role models in demonstrating good metacognitive practices and creating a supportive learning environment. By applying effective leadership principles and using various feedback strategies, lecturers can help students achieve better metacognitive skills and become more independent learners. © 2026 Author(s).
Islamic Religion Education, Institut Agama Islam Negeri Curup, Bengkulu, Indonesia; English Education Study Program, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; English Education, Universitas Al Asyariah Mandar, West Sulawesi, Indonesia; English Tadris Study Program, Institut Agama Islam Negeri Curup, Bengkulu, Indonesia; Economic Syariah Study Program, Institut Agama Islam Negeri Curup, Bengkulu, Indonesia; Madrasah Ibtidaiyah Education Study Program, Institut Agama Islam Negeri Curup, Bengkulu, Indonesia
