<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000402461</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i39.1063</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Programa de estrategias metacognitivas para mejorar el aprendizaje autónomo en estudiantes de práctica preprofesional]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognitive strategies program to improve autonomous learning in pre-professional practice students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Programa de estratégias metacognitivas para melhorar a aprendizagem autônoma em alunos pré-prática profissional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Alvarado]]></surname>
<given-names><![CDATA[Linda Priscilla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila Panduro]]></surname>
<given-names><![CDATA[Susy Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez Alegría]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loo Kung]]></surname>
<given-names><![CDATA[Carlos Antonio Li]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Vargas]]></surname>
<given-names><![CDATA[Anthony Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de la Amazonia Peruana  ]]></institution>
<addr-line><![CDATA[Maynas ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>39</numero>
<fpage>2461</fpage>
<lpage>2475</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000402461&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000402461&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000402461&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las estrategias metacognitivas fortalecen el aprendizaje autónomo, preparando a los estudiantes para afrontar su futura vida laboral. El objetivo de la investigación fue determinar el impacto del programa educativo de estrategias metacognitivas en el aprendizaje autónomo de los estudiantes de práctica preprofesional de la Facultad de Ciencias de la Educación y Humanidades de la Universidad Nacional de la Amazonía Peruana durante el 2021. Se realizó un estudio evaluativo y longitudinal, con un diseño pre-experimental a una muestra de 60 estudiantes divididos dos grupos, control y experimental, a los que se les aplicó una rúbrica y se evaluó el impacto de la intervención. El análisis comparativo muestra que las intervenciones metacognitivas mejoraron significativamente la autonomía y eficacia del aprendizaje en estudiantes; las puntuaciones del grupo experimental aumentaron de 12.37-12.67 a más de 15 puntos, y la media del aprendizaje autónomo subió de 12.40 a 13.47, evidenciando la efectividad en la autoplanificación, autorregulación y autoevaluación para diversos estilos de aprendizaje. Se concluye que integrar estrategias metacognitivas potencia la autonomía y eficacia del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Metacognitive strategies strengthen autonomous learning, preparing students to face their future work life. The objective of the research was to determine the impact of the metacognitive strategies educational program on the autonomous learning of pre-professional practice students of the Faculty of Education Sciences and Humanities of the National University of the Peruvian Amazon during 2021. An evaluative and longitudinal study was carried out, with a pre-experimental design on a sample of 60 students divided into two groups, control and experimental, to whom a rubric was applied and the impact of the intervention was evaluated. The comparative analysis shows that metacognitive interventions significantly improved the autonomy and effectiveness of learning in students; the scores of the experimental group increased from 12.37-12.67 to more than 15 points, and the average of autonomous learning rose from 12.40 to 13.47, evidencing the effectiveness in self-planning, self-regulation and self-assessment for various learning styles. It is concluded that integrating metacognitive strategies enhances the autonomy and effectiveness of learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Key words: Autonomous learning; Self-assessment; Self-regulation; Metacognitive strategies; Pre-professional practice]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Estratégias metacognitivas fortalecem a aprendizagem autônoma, preparando os alunos para enfrentar sua futura vida profissional. O objetivo da pesquisa foi determinar o impacto do programa educacional de estratégias metacognitivas na aprendizagem autônoma de alunos de prática pré-profissional da Faculdade de Ciências da Educação e Humanidades da Universidade Nacional da Amazônia Peruana durante 2021. Foi realizado um estudo avaliativo e longitudinal, com delineamento pré-experimental, em uma amostra de 60 estudantes divididos em dois grupos, controle e experimental, aos quais foi aplicada uma rubrica e avaliado o impacto da intervenção. A análise comparativa mostra que as intervenções metacognitivas melhoraram significativamente a autonomia e a eficácia da aprendizagem nos alunos; As pontuações do grupo experimental aumentaram de 12,37-12,67 para mais de 15 pontos, e a média de aprendizagem autônoma aumentou de 12,40 para 13,47, demonstrando a eficácia do autoplanejamento, autorregulação e autoavaliação para vários estilos de aprendizagem. Conclui-se que a integração de estratégias metacognitivas aumenta a autonomia e a eficácia da aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[Autoevaluación]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación]]></kwd>
<kwd lng="es"><![CDATA[Estrategias metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[Práctica preprofesional]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem autônoma]]></kwd>
<kwd lng="pt"><![CDATA[Auto-avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Auto-regulação]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias metacognitivas]]></kwd>
<kwd lng="pt"><![CDATA[Prática pré-profissional]]></kwd>
</kwd-group>
</article-meta>
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