Self Regulated Learning for Physical Impairment Students: a Prisma-Based Systematic Literature Review
DOI:
https://doi.org/10.20961/imscs.v3i1.1143Keywords:
Self-regulated Learning, physical impairmentAbstract
The aim of this study is to investigate the application of Self Regulated Learning (SRL) in learning as an innovation to motivate self regulation skills among physical impairment students that can affect emotional regulation and independency in student’s learning. This study sort out the literatures by using a systematic literature review to identify the importance and challenges faced in SRL applied to physical impairment students students’ learning. The search results were obtained using the keywords “Self Regulated Learning”, “physical impairment”, and “physical disability” from 2016 to 2025 literatures. A total of 118 relevant publications from Scopus and Google Scholar were collected and processed using the PRISMA method. The analysis focused on Self Regulated Learning trends that have been proven to have a positive impact on learning, with providing insights into the importance and challenges faced and its implications. These implications offer practical guidance for schools, educational technology, and policy makers to improve the learning system. This n offers contribution by providing current synthesis of studies on how educators in adapting Self Regulated Learning (SRL) strategy effectively encourage physical impairment students’ learning that aligns with enhancing quality of education.
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