Integrating Guided Inquiry Learning, Metacognitive Strategies, and LMS Support to Enhance Academic Writing in Higher Education
DOI:
https://doi.org/10.58524/oler.v6i2.1067Keywords:
guided inquiry learning, Academic Writing Skills, Learning Management System, MetacognitiveAbstract
Academic writing is a core competency in higher education, yet many university students continue to struggle with constructing coherent arguments, synthesizing evidence, and regulating the writing process. Although Guided Inquiry Learning (GIL), metacognitive strategies, and Learning Management Systems (LMSs) have each demonstrated educational benefits, limited research has examined their integrated use to support academic writing. This study investigated the effectiveness of integrating GIL, metacognitive strategies, and LMS support to enhance students’ academic writing skills. A quasi-experimental pretest–posttest control group design was conducted with 120 sixth-semester undergraduate students from two Indonesian universities. Students’ academic writing performance was assessed before and after the intervention using a standardized writing assessment. The findings showed that both groups had comparable initial writing abilities. After the intervention, students who experienced the integrated instructional approach demonstrated substantially greater improvement in academic writing than those receiving conventional instruction. The integration of inquiry-based learning, metacognitive regulation, and LMS-supported learning promoted more structured writing, reflective learning processes, and stronger academic argumentation. These findings highlight the value of an integrated pedagogical framework for strengthening academic writing instruction in higher education.
References
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192
Afifah, U. N., & Azizah, U. (2021). Implementation of guided inquiry-based on blended learning to improve students' metacognitive skills in reaction rate. International Journal of Chemistry Education Research, 5(1), 1–11. https://doi.org/10.20885/ijcer.vol5.iss1.art1
Aglina, E. F., Rohmatillah, & Syamsiah, N. (2020). The correlation between students' metacognitive awareness and their anxiety in writing performance. English Education: Jurnal Tadris Bahasa Inggris, 13(1), 63–74. https://doi.org/10.24042/ee-jtbi.v13i1.6594
Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183–190. https://doi.org/10.1016/j.iheduc.2011.01.005
Amien, M. S., & Hidayatullah, A. (2023). Assessing students' metacognitive strategies in e-learning and their role in academic performance. Jurnal Inovasi Teknologi Pendidikan, 10(2), 158–166. https://doi.org/10.21831/jitp.v10i2.60949
Anthonysamy, L., Wut, T. E., & Lim, W. O. (2025). Metacognitive strategy interventions to improve analytical thinking skills: A quasi-experimental study. Social Sciences & Humanities Open, 12, 102021. https://doi.org/10.1016/j.ssaho.2025.102021
Awi, A., Sutamrin, S., Ihsan, H., Nasir, N., Naufal, M. A., & Ikram, M. (2025). Spatial geometry learning in higher education through flipped classroom with metacognitive scaffolding: A mixed-methods study. Online Learning in Educational Research, 5(2), 583–600. https://doi.org/10.58524/oler.v5i2.817
Bilgin, I. (2009). The effects of guided inquiry instruction incorporating a cooperative learning approach on university students' achievement of acid and bases concepts and attitudes toward guided inquiry instruction. Scientific Research and Essays, 4(10), 1038–1046.
Budhayani, I. D. A. M., & Angendari, M. D. (2021). Kesulitan dalam menulis karya ilmiah. Jurnal Mimbar Ilmu, 26(3), 400–407. https://doi.org/10.23887/mi.v26i3.40678
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications.
Divrik, R., Pilten, P., & Mentiş, A. (2020). Effect of inquiry-based learning method supported by metacognitive strategies on fourth-grade students' problem-solving and problem-posing skills: A mixed methods research. International Electronic Journal of Elementary Education, 13(2), 287–308. https://doi.org/10.26822/iejee.2021.191
Feng, M., Chenghai, T., & Chuang, Q. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17, 167–190. https://doi.org/10.1007/s11409-021-09278-4
Flavell, J. H. (1970). Developmental studies of metacognitive knowledge. Merrill-Palmer Quarterly, 25(3), 232–238.
Goh, T. (2026). Learning management system log analytics: The role of persistence and consistency of engagement behaviour on academic success. Journal of Computers in Education, 13, 283–306. https://doi.org/10.1007/s40692-025-00358-x
Haikal, A., Azahra, N., & Awalia, A. A. (2025). Kajian literatur: Efektivitas learning management system (LMS) dalam meningkatkan kemandirian dan hasil belajar siswa di era digital. Paedagogie, 20(2), 343–352. https://doi.org/10.31603/paedagogie.v20i2.15324
Hariri, H., Karwan, D. H., & Haenilah, E. Y. (2021). Motivation and learning strategies: Student motivation affects student learning strategies. European Journal of Educational Research, 10(1), 39–49. https://doi.org/10.12973/eu-jer.10.1.39
Hastuti, I. D., Surahmat, Suharto, & Dafik. (2020). The effect of guided inquiry learning in improving metacognitive skill of elementary school students. International Journal of Instruction, 13(4), 315–330. https://doi.org/10.29333/iji.2020.13420a
Hendarman, H., Sudiantini, D., Mayadi, M., Mirnawati, M., Desianti, L. C., & Abdullah Aji, Y. (2026). Gamification and adaptive learning innovations for enhancing students' critical thinking and creativity at an Islamic boarding school in Indonesia. Nazhruna: Jurnal Pendidikan Islam, 9(2), 518–535. https://doi.org/10.31538/nzh.v9i2.414
Hidayat, Y., Fauzee, M. S. O., Salamuddin, N., Tulyakul, S., Işık, U., Abdul Majeed, H., Hambali, B., Mutaqin, D. I., & Maesara, N. (2026). Trends in sport and exercise psychology research: An integrated bibliometric and systematic literature review based on Scopus (2005–2025). Journal of Coaching and Sports Science, 5(2), 18–46. https://doi.org/10.58524/jcss.v5i2.968
Jaja. (2024). Research trends on students' writing skills: A bibliometric analysis using Scopus database. Journal of Language and Education, 10(3), 163–165. https://doi.org/10.17323/jle.2024.18806
Johar, N. A., Kew, S. N., & Tasir, Z. (2023). Learning analytics on student engagement to enhance students' learning performance: A systematic review. Sustainability, 15, Article 107849. https://doi.org/10.3390/su15107849
Juezan, G. I., Juezan, I. J., & Lobo, J. (2026). Direct and indirect effects of received social support on athletic mental energy: Testing burnout as a mediator among student-athletes. Journal of Coaching and Sports Science, 5(2), 90–100. https://doi.org/10.58524/jcss.v5i2.1181
Lawson, A. E. (1984). The acquisition of biological knowledge during childhood: Cognitive conflict or tabula rasa? Journal of Research in Science Teaching, 21(1), 81–98. https://doi.org/10.1002/tea.3660250304
Loviana, S., Sutiarso, S., Ariyani, F., & Hariri, H. (2026). Exploring mathematical concepts in six traditional cultural objects: An ethnomathematical perspective. Al-Jabar: Jurnal Pendidikan Matematika, 17(1), 529–548. https://doi.org/10.24042/ajpm.v17i1.30513
Luritawaty, I. P., & Rahmawati, U. (2024). Inquiry-based online learning model using metacognitive strategy to enhance mathematics critical thinking ability. PLUSMINUS: Jurnal Pendidikan Matematika, 4(2), 321–336. https://doi.org/10.31980/plusminus.v4i2.2226
Mujib, M., & Mardiyah, M. (2026). Does hybrid mathematics learning evaluation enhance metacognitive creative problem-solving? A multi-group analysis by gender. Online Learning in Educational Research, 6(1), 87–98. https://doi.org/10.58524/oler.v6i1.1113
Navio, E. P., Chocano, O. G., Domene, L. C., Garcia, M., & Prieto, V. (2023). Relationship between learning strategies and motivation of university students. Sustainability, 15, Article 3497. https://doi.org/10.3390/su15043497
Negretti, R. (2024). Metacognition in academic writing: Learning dimensions. Springer International Publishing. https://doi.org/10.1007/978-3-030-79143-8
Noor, T. F. I., Nugraha, E., Maknun, J., Kustiawan, I., & Shaymanov, F. X. (2025). Hybrid database architecture for retail big data analytics: PostgreSQL vs MongoDB performance analysis. International Journal of Electronics and Communications Systems, 5(2), 205–220. https://doi.org/10.24042/ijecs.v5i2.28108
Nurhidayat, N., Fadillah, N., Dilla, S., Syahrul, S., & Surianto, D. F. (2025). K-Means-based behavioral segmentation of social media users for digital communication analysis in Indonesia. International Journal of Electronics and Communications Systems, 5(2), 249–261. https://doi.org/10.24042/ijecs.v5i2.28749
Nusivera, E., Hikmat, A., & Ghani, A. R. A. (2025). Improving students' academic writing skills through metacognitive strategies. Jurnal Pendidikan Indonesia, 14(2), 371–380. https://doi.org/10.23887/jpi-undiksha.v14i2.89913
Ohtani, K., & Hisasaka, T. (2023). New perspectives on metacognition and learning in the AI era. Educational Technology Research and Development, 71(2), 221-239.
Pratama, A. R., Djakfar, L., & Negara, K. P. (2025). Monte Carlo mathematical model simulation: An evaluation of the probability of construction project acceleration. Journal of Multidisciplinary Applied Natural Science, 5(2), 644–657. https://doi.org/10.47352/jmans.2774-3047.269
Prayitno, & Suciati. (2023). Pembelajaran inkuiri berbasis kecerdasan buatan untuk meningkatkan kemampuan berpikir kritis mahasiswa. Jurnal Pendidikan Inovatif, 5(2), 122–138.
Purnomo, E., Setyawati, H., Kristiyanto, A., Kusuma, D. W. Y., & Kusumadewi, N. I. (2026). Psychological skill configurations and rehabilitation readiness among injured pencak silat athletes: A person-centered analysis. Journal of Coaching and Sports Science, 5(2), 1–17. https://doi.org/10.58524/jcss.v5i2.1051
Rahmat, N. H., Aripin, N., Razlan, Z., & Khairuddin, Z. (2021). The influence of metacognitive scaffolding on learning academic writing online. International Journal of Education, 13(3), 48–63. https://doi.org/10.5296/ije.v13i3.18902
Ramadhanti, D., & Yanda, D. P. (2021). Students' metacognitive awareness and its impact on writing skill. International Journal of Language Education, 5(3), 193–206. https://doi.org/10.26858/ijole.v5i3.18978
Raufi, B. S., Mulyono, H., Ilyas, H. P., & Zulaiha, S. (2024). Exploring Indonesian EFL students' lexical diversity and its correlation with academic vocabulary use in an online academic writing environment. Ampersand, 13, 100196. https://doi.org/10.1016/j.amper.2024.100196
Riadi, B., Fuad, M., Yulianti, D., & Firdaus, R. (2024). Social, cognitive, teaching, and technology presence in blended inquiry learning: A higher education study. Online Learning in Educational Research, 4(2), 143–155. https://doi.org/10.58524/oler.v4i2.507
Risdianto, E., Rahdi, R., Nugraha, D. R., Sanmugam, M., Dewi, D. A., Kartika, H. A., Fitria, J., Sumantri, A., & Kristanto, A. (2025). Development of an Arduino-based automatic hybrid camera track mounting for hybrid learning classroom. Journal of Multidisciplinary Applied Natural Science, 5(3), 1044–1055. https://doi.org/10.47352/jmans.2774-3047.299
Rismawati, R., Sarwanto, S., & Saputro, B. (2019). Project-based (PjBL) and guided inquiry learning: Students' response to rectilinear and circular motion phenomena. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(2), 269–278. https://doi.org/10.24042/jipfalbiruni.v8i2.4422
Safitri, E. (2023). A comprehensive review of the guided inquiry learning model in education. Journal of Digital Learning and Distance Education, 2(7), 623–624. https://doi.org/10.56778/jdlde.v2i7.268
Sari, P. M., Herlina, K., & Abdurrahman. (2022). Online learning with multi-representation worksheets for oral and written communication skills on light reflecting material. Online Learning in Educational Research, 2(1), 49–56. https://doi.org/10.58524/oler.v2i1.122
Sembiring, T. B., Peranginangin, J., & Mr, G. N. K. (2024). Buku ajar metodologi penelitian kuantitatif kualitatif (B. Ismaya, Ed.; 1st ed.). CV Saba Jaya.
Septiari, N. K., & Bayu, G. W. (2025). Metacognitive-based learning management system in natural and social sciences: A study on enhancing independence and critical thinking skills. Journal of Education Technology, 9(1), 172–180. https://doi.org/10.23887/jet.v9i1.91535
Setiawan, A. Y., Hidayatullah, R., & Adzan, N. K. (2024). Kemampuan menulis ilmiah mahasiswa pendidikan seni di Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung. Journal of Music Education and Performing Arts, 4(1), 50–57.
Stephanou, G., & Karamountzos, D. (2020). Enhancing students' metacognitive knowledge, metacognitive regulation and performance in physical education via TGFU. Research in Psychology and Behavioral Sciences, 8(1), 1–10.
Susilawati, S., Supriyatno, T., Yasin, A. F., Chakim, A., Hani'ah, Z., Putri, C. A., & Sabri, A. (2025). Educational technology-based strategies for the internationalization of Islamic higher education in Indonesia and Brunei Darussalam. Nazhruna: Jurnal Pendidikan Islam, 8(2), 414–431. https://doi.org/10.31538/nzh.v8i2.63
Teng, M. F., & Yue, M. (2022). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning, 17, 1061–1085. https://doi.org/10.1007/s11409-022-09328-5
Trisnaningsih, W. (2012). Learning strategy training: Factors need considering for the implementation in EFL context. Premise, 1(1), 70–76.
Triyoga, K. W., Laksono, P. W., & Damayanti, R. W. (2025). Enhancing academic staff performance prediction in higher education: A data-driven hybrid machine learning approach. International Journal of Electronics and Communications Systems, 5(2), 159–171. https://doi.org/10.24042/ijecs.v5i2.28670
Wang, K., Jun, L., & Cooper, M. (2025). Taking stock of metacognitive strategies and collaborative writing for EFL learners' writing development. Journal of Second Language Writing, 68, 101211. https://doi.org/10.1016/j.jslw.2025.101211
Wicaksono, B. A., Purwaningsih, E., Diantoro, M., & Sunaryono. (2025). Metacognition research trends in physics education: A systematic literature review with Flavell's metacognition framework. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 14(1). https://doi.org/10.24042/jipfalbiruni.v14i1.27584
Wulandari, S., & Prasojo, L. (2023). AI-based learning media to enhance students' scientific writing skills. Jurnal Teknologi dan Pembelajaran, 6(4), 213–228.
Yanti, N., Suhartono, & Hiasa, F. (2018). Keterampilan menulis akademik mahasiswa S-1 Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Bengkulu. Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing, 1(1), 1–16. https://doi.org/10.31540/silamparibisa.v1i1.4
Yuberti, Diani, R., & Syarlisjiswan, M. R. (2018). Web-enhanced course based on problem-based learning (PBL): Development of interactive learning media for basic physics II. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 7(1), 105–116. https://doi.org/10.24042/jipfalbiruni.v7i1.2849
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Uswatun Hasanah, Rangga Firdaus, Hasan Hariri, Handoko, Radiyatul Adawiyah Siregar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Online Learning in Educational Research agree to the following terms:
Copyright Retention: Authors retain the copyright of their work without any restrictions.
Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions.
License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
