Towards a Holistic Self-Regulated Programming Learning Model:Integrating Al-Ghazali's Concept of Self-Reflection

Abstract

Self-reflection is an important component of Self-Regulated Learning (SRL) that helps learners evaluate their performance and improve future learning. However, novice programmers often engage in reflection at a superficial level, focusing mainly on task completion rather than understanding their learning processes. Existing approaches to self-reflection in programming education are largely based on cognitive and metacognitive perspectives, with limited attention given to ethical dimensions. This conceptual paper explores the integration of Al-Ghazali’s concepts of Tafakkur (deep reflection), Muhasabah (self-accountability), and Adab (ethical conduct) into Zimmerman’s self-reflection phase of SRL. Using a structured review and comparative conceptual analysis, the study examines the relationships between these concepts and contemporary self-reflection theory. The findings indicate several areas of convergence, particularly in self-evaluation, deep reflection, and ethical reflection in learning. The paper argues that Al-Ghazali’s concepts may enrich existing understandings of self-reflection and contribute to a more holistic approach to programming learning. The proposed conceptual framework provides a foundation for future empirical studies and the development of a holistic self-regulated programming learning model for novice programmers.