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Journal articles on the topic 'Mathematical metacognition skill'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Zhang, Jing, Yu Zhou, Bin Jing, Zhongling Pi, and Hongliang Ma. "Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students." Journal of Intelligence 12, no. 6 (2024): 55. http://dx.doi.org/10.3390/jintelligence12060055.

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This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students’ mathematical modeling skills. Additionally, the critical thinking dimension of com

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Garzon, Julius R. "Metacognitive Inquiry via Reflective Tasking Methodology." International Journal of Research and Innovation in Social Science VII, no. XI (2023): 1737–44. http://dx.doi.org/10.47772/ijriss.2023.7011136.

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Combining inquiry and metacognition helps strengthen mathematical learning. This study examines how metacognitive mathematical inquiry can be modeled using reflective tasking approach. Quasi-experimental design was employed in two comparable groups of Grade 9 students of Ibarra National High School, Maasin City, Philippines during the academic year 2021-2022. Lesson guides on reflective task assessments anchored on metacognitive and inquiry-based learning theories, inquiry rubric scales and modified state metacognitive inventory served as data collection instruments. Results of t-test analysis

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Munahefi, Detalia Noriza, Kartono, Budi Waluya, and Dwijanto. "Analysis of Self-Regulated Learning at Each Level of Mathematical Creative Thinking Skill." Bolema: Boletim de Educação Matemática 36, no. 72 (2022): 580–601. http://dx.doi.org/10.1590/1980-4415v36n72a26.

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Abstract Most individuals do not understand creative mathematical thinking only as a cognitive factor, whereas creative mathematical thinking plays a role in affective factors. Self-regulated learning is considered an affective factor that influences mathematical creative thinking skill. The purpose of this study determines the effect of SRL on mathematical creative thinking skill and analyzes in detail the components of SRL at each level of creative mathematical thinking. This study uses an explanatory sequential combination research design. The study population was high school students at SM

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Bennu, Sudarman, and Multazam Multazam. "KOMPONEN KETERAMPILAN METAKOGNISI SISWA DALAM PEMECAHAN MASALAH MATEMATIKA DI SMA AL-AZHAR MANDIRI PALU." Absis: Mathematics Education Journal 3, no. 1 (2021): 13. http://dx.doi.org/10.32585/absis.v3i1.1381.

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This research aims to identified and obtain a description metacognition skill components of students in SMA Al-Azhar Mandiri Palu to solving mathematical problem about linear program based on the level of mathematical ability of the students. The type of this research is qualitative research. The subject of this research is the students of class XII D SMA-Al-Azhar Mandiri Palu who have high, medium and low math ability. Data were collected by video recording, test method and interview. The results of this study indicate that subjects with high math ability, namely NF has a complete metacogniti

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Sugilar, Hamdan, Hilman Mangkuwibawa, and Rully Agung Yudhiantara. "Computer Technology-Based MBKM to Develop Mathematics Education Students’ Metacognition and Metaskill Perspective." Jurnal Educative: Journal of Educational Studies 8, no. 2 (2023): 106. http://dx.doi.org/10.30983/educative.v8i2.6659.

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<p class="abstrak" align="justify">This research endeavors to assess the allocation of mathematics education courses concerning mathematics computer technology, metacognition, and meta-skills in mathematics learning. It also aims to gauge the outcomes of mathematical metacognition abilities through the utilization of mathematical computer applications. Employing a mixed-method approach, the study simultaneously gathered and analyzed qualitative and quantitative data. Quantitative data were derived from the outcomes of metacognition abilities, while qualitative information was obtained fr

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SUSIANI, N. ERNI. "MELATIH METAKOGNISI SISWA DALAM MENUMBUH KEMBANGKAN EFIKASI DIRI (SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA." EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan 1, no. 1 (2021): 31–38. http://dx.doi.org/10.51878/educator.v1i1.505.

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This study aims to find out how to train students' metacognition in developing self-efficacy in the Mathematics subject matter. The writing of this article uses a library research approach or literature study literature. Metacognition in general relates to how to explore one's thoughts about thinking. Self-efficacy is a form of belief or belief related to one's own ability to organize, do something to achieve a goal, produce something, and also implement actions in order to achieve a certain form of skill. Based on the literature study, training students' metacognition in developing self-effic

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Mukasyaf, Fikri, Kms M. Amin Fauzi, and Mukhtar Mukhtar. "Building Learning Trajectory Mathematical Problem Solving Ability in Circle Tangent Topic by Applying Metacognition Approach." International Education Studies 12, no. 2 (2019): 109. http://dx.doi.org/10.5539/ies.v12n2p109.

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Mathematical problem solving ability is one of the most important abilities students must have to process the information provided in solving problems. Before using mathematical problem solving skills, prior knowledge becomes the most crucial thing that makes students able to connect all available information so that they can construct new knowledge through the process of assimilation or accommodation.The purpose of this reseach is to:(1) Analyze prior knowledge what student has so the student can solve the problem of tangent circle given; (2) Know how learning trajectory in student’s mathemat

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Pomares Bory, Eduardo de Jesús, Odalys Vázquez Naranjo, Lourdes Guadalupe Arencibia Flores, Liliam Barrios Herrero, and Manuela Gilda Bernardo Fuentes. "Rubric for evaluating teaching tasks: its contribution to the educational quality." Seminars in Medical Writing and Education 4 (April 11, 2025): 683. https://doi.org/10.56294/mw2025683.

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Introduction: the quality education required for Sustainable Development implies supporting the development of cognitive skills. The objective of this work is to analyze the educational quality contribution of a rubric designed in the Department of Basic Biomedical Sciences, at the Salvador Allende School of Medical Sciences, to evaluate explanatory teaching tasks in the discipline of Biological Basis of Medicine.Methods: an instrumental, descriptive, mixed-methods approach was developed. A case study based on grounded theory was applied. Theoretical methods were used: analysis-synthesis, indu

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Paudel, Krishna Chandra. "Gender Differences in Metacognitive Skills in Mathematics Learning." Pragyaratna प्रज्ञारत्न 6, no. 2 (2024): 82–88. http://dx.doi.org/10.3126/pragyaratna.v6i2.70585.

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Students' weak mathematical metacognitive skills can reduce their drive to learn, potentially leading to underwhelming outcomes in mathematics. This study investigated mathematical metacognition levels among high school students and examined potential gender differences. A quantitative approach was employed, surveying 402 randomly selected students from four secondary schools of Kathmandu district. Metacognition was assessed using 18 items adapted from the Junior Metacognitive Awareness Inventory (Jr MAI). Results revealed strong student awareness of interest impacts on learning but weak engag

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Murni, Atma. "METAKOGNISI DALAM PEMBELAJARAN MATEMATIKA." Jurnal Prinsip Pendidikan Matematika 1, no. 2 (2019): 1–14. http://dx.doi.org/10.33578/prinsip.v1i2.23.

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Metacognition is the students’ ability in learning that includes about how learning should be done, so that it can determine what already known and not known yet. Metacognition has two components: metacognitive knowledge and metacognitive skills. Metacognitive knowledge relates to declarative knowledge, procedural knowledge, and conditional knowledge. Metacognitive skills relate to planning, monitoring, and evaluation towards the completion of a particular task. Metacognition has three stages: (1) planning about what, how, and when to learn it; (2) monitoring of learning process that being car

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Li, Xinyin. "The Effective Application of Metacognitive Strategies in High School Mathematics Teaching." Journal of Education, Humanities and Social Sciences 27 (March 5, 2024): 371–77. http://dx.doi.org/10.54097/cw575b35.

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Metacognitive strategies, as an educational method that focuses on the metacognitive knowledge and skills of learners' thinking and learning process, have attracted widespread attention in the field of high school mathematics teaching in recent years. This article aims to analyze the effective application of metacognitive strategies in high school mathematics teaching, and deeply explore their role in improving students' mathematical learning achievements and developing mathematical thinking abilities. Firstly, this article provides an overview of the current situation and problems in high sch

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Waskitoningtyas, Rahayu Sri. "Mathematical Learning with Metacognitive Ability Based on Problems in Solving the Source of Mathematical Stories in SMP Patra Dharma 2 Balikpapan." Variabel 1, no. 1 (2018): 1. http://dx.doi.org/10.26737/var.v1i1.511.

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<em>This study aims to describe the learning of mathematics with metacognitive ability based on problem solving in solving mathematics story problem in SMP Patra Dharma 2 Balikpapan. The type of this research is qualitative research, while the sampling technique is purposive sample. The results showed that through solving problems in solving mathematical problems, (1) learners will be trained to always involve metacognitive skills from the beginning of solving the problem of mathematics to the end of the form of formulation of answers and evaluate the results of work, (2) learners who ha

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Puadah, Peni Fauziah, Suhendra Suhendra, and Angga Hidayat. "METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION." Kalamatika: Jurnal Pendidikan Matematika 8, no. 2 (2023): 237–46. http://dx.doi.org/10.22236/kalamatika.vol8no2.2023pp238-250.

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One of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in

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Purnomo, Dwi, and Veliksia Lasttri Juwita. "Representasi Kemampuan Mahasiswa Berpikir Kritis dan Kreatif melalui Pendekatan Pembelajaran Metakognitif." Prosiding Seminar Nasional IKIP Budi Utomo 1, no. 01 (2020): 204–14. http://dx.doi.org/10.33503/prosiding.v1i01.963.

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The aim of the research conducted on 32 students was to see the representation of critical and creative thinking skills in understanding the concept of Differential Calculus using a metacognitive approach. Representation is shown through descriptions and analysis of the critical and creative thinking model of the research subject. The Metacognitive Approach is a technique in learning that is carried out by considering 6 steps of learning, namely giving mathematical problems, students doing think aloud in solving mathematical problems, observing using observation sheets during think-aloud, prov

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Misu, La, I. Ketut Budayasa, Agung Lukito, and Rosdiana Rosdiana. "Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics." International Journal of Trends in Mathematics Education Research 2, no. 3 (2019): 124. http://dx.doi.org/10.33122/ijtmer.v2i3.118.

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Awareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo Un

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Al-Shabibi, Amal. "Mathematical problem-solving and metacognitive skills of 5th grade students as a function of gender and level of academic achievement." Cypriot Journal of Educational Sciences 13, no. 2 (2018): 149–59. http://dx.doi.org/10.18844/cjes.v13i2.3306.

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This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided into three groups based on gender and levels of academic achievement. Four instruments were used in the study: a mathematical problemsolving test, a non-verbal metacognitive scale, Raven Coloured Progressive Matrices and a long-term memory test. The res

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Knox, Heather. "Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner." Gifted Child Today 40, no. 1 (2017): 43–47. http://dx.doi.org/10.1177/1076217516675904.

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Metacognition is vital for a student’s academic success. Gifted learners are no exception. By enhancing metacognition, gifted learners can identify multiple strategies to use in a situation, evaluate those strategies, and determine the most effective given the scenario. Increased metacognitive ability can prove useful for gifted learners in the mathematics classroom by improving their problem-solving skills and conceptual understanding of mathematical content. Implemented effectively, writing is one way to increase a student’s metacognitive ability. Journal writing in the mathematics classroom

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Azzahra, Tsania Rahma, and Scolastika Mariani. "Mathematical Problem Solving Skills Reviewed from Students’ Metacognition Performance in Online-Based PME Learning Model." Unnes Journal of Mathematics Education 11, no. 1 (2022): 48–57. http://dx.doi.org/10.15294/ujme.v11i1.54664.

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This research was carried out with the aim of knowing: (1) whether students' mathematical problem solving abilities in the online-based PME learning model achieved classical learning completeness; (2) is the average mathematical problem solving ability in the online-based PME learning model better than the online-based expository learning model; (3) is there any effect of metacognition performance on students' mathematical problem solving abilities in online-based PME learning models; (4) how is the description of mathematical problem solving abilities in terms of the metacognitive performance

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Kathayat, Bhakta Bahadur. "Metacognitive Skills in Mathematics Learning: A Systematic Review of Literature." Journal of Musikot Campus 2, no. 1 (2024): 41–57. http://dx.doi.org/10.3126/jmc.v2i1.70785.

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The goal of mathematical learning strategies is to create highly competent skills people with various problem-solving processes. Nonetheless, conceptual grasp remains a difficult issue in mathematics. So, the review article is about metacognitive skills and mathematical problem-solving. This paper aims to determine the impact of metacognitive skills on problem-solving skills in mathematics learning in a metacognitive learning strategy. metacognition skills are an important factor in the problem-solving process in mathematics. The review of thirteen articles related to metacognitive strategy an

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Reyes, Joseph D., and Zenaida Q. Reyes. "A Model of Teaching Metacognition in Solving Mathematical Word Problems." International Journal of Contemporary Sciences (IJCS) 1, no. 11 (2024): 728–47. http://dx.doi.org/10.55927/ijcs.v1i11.11591.

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This qualitative study aimed to propose a model for teaching metacognition in solving mathematical word problems, utilizing a Multiple Case Study Method. The research explored how teachers employ metacognitive strategies, focusing on two components: knowledge of cognition and regulation of cognition. The findings suggest that metacognitive instructional techniques enhance students' mathematical knowledge and problem-solving abilities. Teachers who incorporate various metacognitive strategies help students develop their own learning skills and create conditions for meaningful learning. The stud

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Pomares Bory, Eduardo de Jesús, Odalys Vázquez Naranjo, Lourdes Guadalupe Arencibia Flores, Liliam Barrios Herrero, and Manuela Gilda Bernardo Fuentes. "Student appreciation of a rubric designed to evaluate a teaching task: a pilot study." Seminars in Medical Writing and Education 4 (February 22, 2025): 170. https://doi.org/10.56294/mw2025170.

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Introduction: to make decisions regarding the conformation of an educational intervention it is important to determine their acceptability to students. The objective of this research was to analyze the students appreciation of a rubric designed in the Basic Biological Science Department, of Salvador Allende Faculty of Medical Science, to evaluate a teaching task oriented in Ontogenia y SOMA subject.Methods: a descriptive, non-experimental research was developed, with a quantitative approach and based on a pilot study. There were used theoretical methods: analysis-synthesis, induction-deduction

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Yang, Hsi-Hsun. "Enhancing Mathematical Metacognition and Self-Efficacy in Third-Graders in Elementary School: Integrating Problem-Posing Activities within the Self-Regulated Learning Cycle." International Journal of Innovation, Management and Technology 15, no. 4 (2024): 75–81. http://dx.doi.org/10.18178/ijimt.2024.15.4.966.

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This study examines how incorporating problem-posing tasks within a self-regulated learning cycle instructional model affects third-grade students’ mathematical metacognition and self-efficacy. While existing research often highlights the learning outcomes of problem-posing in math, the link between these activities and students’ metacognitive abilities in math still needs to be explored—additionally, the integration of self-regulated learning strategies with problem-posing tasks warrants further investigation. Employing a one-group pretest-posttest design, this research uses quantitative meth

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Baer, Carolyn, and Darko Odic. "The relationship between children’s approximate number certainty and symbolic mathematics." Journal of Numerical Cognition 6, no. 1 (2020): 50–65. http://dx.doi.org/10.5964/jnc.v6i1.220.

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Why do some children excel in mathematics while others struggle? A large body of work has shown positive correlations between children’s Approximate Number System (ANS) and school-taught symbolic mathematical skills, but the mechanism explaining this link remains unknown. One potential mediator of this relationship might be children’s numerical metacognition: children’s ability to evaluate how sure or unsure they are in understanding and manipulating numbers. While previous work has shown that children’s math abilities are uniquely predicted by symbolic numerical metacognition, we focus on the

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Widiyasari, Ririn. "Metacognition patterns of the students in solving mathematical problems: Analyzed from adversity quotient and gender." Al-Jabar : Jurnal Pendidikan Matematika 14, no. 2 (2023): 449. http://dx.doi.org/10.24042/ajpm.v14i2.17795.

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Background: Metacognition significantly influences students' effectiveness in solving mathematical problems. Variability in metacognitive patterns among students is shaped by factors such as adversity quotient (AQ) and gender.Aim: This research aimed to explore metacognitive patterns in mathematical problem-solving among students majoring in mathematics at Universitas Muhammadiyah Jakarta, with a specific focus on differences due to AQ and gender.Method: Adopting a qualitative approach with a phenomenological framework, this study included six students (three males and three females) from the

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Ma, Yuhui. "The Effect of Metacognition on University Students' Performance in Mathematics." Journal of Education, Humanities and Social Sciences 30 (April 19, 2024): 56–61. http://dx.doi.org/10.54097/85m7fy24.

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Mathematics is a basic discipline in fields such as science and engineering, providing a solid theoretical foundation for other disciplines. The study of mathematics major enables college students to deeply understand and apply mathematical principles and lay the foundation for future professional development. College students learning mathematics well is crucial for personal career development and national development. The impact of metacognition on mathematical achievements has long attracted the attention of the education community. This study explores the impact of metacognition on college

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Loaiza, Yasaldez, Mónica Patiño, Olga Umaña, and Pedro Duque. "What is New in Metacognition Research? Answers from Current Literature." Educación y Educadores 25, no. 3 (2023): 1–24. http://dx.doi.org/10.5294/edu.2022.25.3.5.

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Metacognition has become a key element in learning processes. Its advantages include increasing awareness of one’s cognitive processes and promoting autonomous, critical, reflective, self-regulated, and self-directed learning. Given its increasing relevance in the academic and scientific community in recent years, this article maps the evolution of metacognition using the tree metaphor to establish the main research approaches emerging today. Through a network analysis of publications in WoS and Scopus and using tools such as Bibliometrix, ToS, and Gephi, the main documents, authors, countries

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Jatmiko, Jatmiko, Heri Retnawati, and Arif Rohman. "Planning strategy through reduce cognitive load of secondary school students: Brief metacognitive development analysis." Edelweiss Applied Science and Technology 9, no. 4 (2025): 1928–41. https://doi.org/10.55214/25768484.v9i4.6429.

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Stages of the learning process sometimes reveal conceptual errors found in the information obtained by students that has been conveyed by teachers. Metacognition is able to provide monitoring strategies for students' thinking stages; therefore, they are able to describe thinking strategies, the results of their thinking, and the stages of the learning process. Metacognition plays a significant role, particularly in solving mathematical problems. This research is targeted at identifying planning strategies to reduce the cognitive load of metacognitive strategies in the mathematics learning mode

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Laamena, Christina M., and Theresia Laurens. "MATHEMATICAL LITERACY ABILITY AND METACOGNITIVE CHARACTERISTICS OF MATHEMATICS PRE-SERVICE TEACHER." Infinity Journal 10, no. 2 (2021): 259. http://dx.doi.org/10.22460/infinity.v10i2.p259-270.

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This study aims to determine the characteristics of students' metacognition in solving mathematical literacy problems. The metacognitive traits explored are related to awareness in planning, monitoring, and evaluating the design of the thinking process used. The research method used is a mixed-method (sequential explanatory), which uses quantitative research results to conduct qualitative research. The research subjects were 80 early semester students who took the literacy test and chose six respondents representing the upper, middle, and lower groups, with two people in each group to be inter

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Hutajulu, Masta, and Eva Dwi Minarti. "MENINGKATKAN KEMAMPUAN ADVANCED MATHEMATICAL THINKING DAN HABITS OF MIND MAHASISWA MELALUI PENDEKATAN KETERAMPILAN METAKOGNITIF." JES-MAT (Jurnal Edukasi dan Sains Matematika) 3, no. 2 (2017): 177. http://dx.doi.org/10.25134/jes-mat.v3i2.690.

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ABSTRACTThis research is conducted as a preliminary study that aims to determine the achievement and improvement of advanced mathematical thinking skills of students. In college, mathematics is generally more difficult and complex than ever. This is because the material given is more abstract. Therefore, mathematics and mathematics education students are expected to construct mathematical definitions/concepts independently, to prove logically, and to further develop their mathematical abilities. In fact, the learning process in the classroom does not improve the ability of mathematical thinkin

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Abdul, Manan, . Susanto, and Yudianto Erfan. "Developing the Geometry Teaching Module by Using a Metacognitive Approach in Kurikulum Merdeka to Improve the Students' Critical Thinking Skills." International Journal of Current Science Research and Review 07, no. 05 (2024): 2548–58. https://doi.org/10.5281/zenodo.11119010.

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Abstract : This research aims to solve the problem of students’ critical thinking skills to follow instructions in solving mathematical problems. Students are often unaware of what they do, why they do it, and do not even know what they are supposed to do with the assignment. Meanwhile, to be a good problem solver, someone must develop good metacognition skills. By having metacognitive awareness, students are trained to solve mathematical problems through the stages of planning, monitoring, controlling and evaluating. The method used in the research is Research and Development with the m

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Grigorio, Erica Lamara Gomes Alves, Maxsuel Gonçalves de Oliveira, Valderez Guilherme dos Santos Filho, et al. "A RESOLUÇÃO DE PROBLEMAS NA MATEMÁTICA PURA: ESTRATÉGIAS COGNITIVAS PARA O DESENVOLVIMENTO DO PENSAMENTO LÓGICO." Revista ft 29, no. 145 (2025): 03–04. https://doi.org/10.69849/revistaft/ch10202504222103.

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This study aimed to investigate the cognitive strategies used in problem-solving in Pure Mathematics, seeking to understand how these strategies influence students’ performance and contribute to the development of advanced mathematical skills. The research adopted a qualitative bibliographic approach, analyzing studies published between 2022 and 2025 in recognized academic databases. Data analysis revealed that metacognition plays a fundamental role in mathematical problem-solving, enabling students to monitor and regulate their actions during the resolution process. Additionally, it was ident

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Henra, Kiki, I. Ketut Budayasa, and Ismail. "Revealing the dominant metacognitive activities of high school students in solving central tendency and dispersion problems based on gender." Journal on Mathematics Education 15, no. 4 (2024): 1357–82. https://doi.org/10.22342/jme.v15i4.pp1357-1382.

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Research on the relationship between gender and metacognition in mathematical problem-solving has yielded inconsistent findings. Some studies suggest that gender influences metacognitive activities, while others report no significant differences. This study seeks to explore metacognitive activities during each stage of statistical problem-solving among two 12th-grade students with contrasting gender expressions: a feminine-expressing female and a masculine-expressing male. The instruments utilized in this research include the Bem Sex Role Inventory (BSRI) gender questionnaire, a mathematical a

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Misa’adah, Fedriana, and Scolastika Mariani. "Metacognition ability of grade X students in mathematical problem solving through a digital project-based learning with Edmodo." Unnes Journal of Mathematics Education 10, no. 3 (2021): 174–81. http://dx.doi.org/10.15294/ujme.v10i3.53606.

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This study aims to determine how the description of problem-solving abilities supported by metacognition skills in digital learning Project Based Learning assisted by Edmodo. This study used a qualitative method. The population taken in this study were students of class X SMA N 1 Jekulo Kudus. This study used a true experimental design with a pretest-posttest control group design. The sampling technique used in this study was a randomized class technique. Data collection was carried out by means of written tests and interviews. Indicators of problem-solving abilities in this study include (1)

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Sawah, Kency Obed, and Satoshi Kusaka. "The effect of metacognitive abilities on junior high school students in the Republic of Vanuatu when solving mathematical word problems." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 2235–47. https://doi.org/10.53894/ijirss.v8i1.4935.

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Mathematics achievements in Vanuatu remain a major concern for mathematics education within the Vanuatu education system. The level of students’ ability to reflect on their thinking processes and choose an effective strategy to solve a problem is an indicator that requires immediate attention to exploring possible solutions. Along this line, this study was intended to investigate the use of metacognitive abilities and their effectiveness in solving mathematics word problems among Junior High School students in the Republic of Vanuatu. Metacognitive abilities, which are often described as “thin

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Sutarni, Susi. "Concept Understanding Analysis Reviewed from Metacognition." EduMatSains : Jurnal Pendidikan, Matematika dan Sains 9, no. 2 (2025): 208–18. https://doi.org/10.33541/edumatsains.v9i2.6501.

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This study aims to analyze the relationship between metacognition ability and understanding of mathematical concepts of grade VII students. This study used a qualitative descriptive method, with three students selected based on their level of metacognition ability (high, medium, low). Data were collected through written tests, in-depth interviews, and observations. The analysis is carried out based on indicators of understanding mathematical concepts, such as restating concepts, classifying objects, developing concept terms, and selecting and implementing appropriate procedures. The results of

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Pasigon, Christzon Pagdawan. "Mathematical Proficiency, Scientific Reasoning, Metacognitive Skills, and Performance of Learners in Physics: A Mathematical Model." International Journal of Learning, Teaching and Educational Research 23, no. 4 (2024): 252–78. http://dx.doi.org/10.26803/ijlter.23.4.14.

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This study aims to explore the mathematical proficiency, scientific reasoning, and metacognitive skills that contribute to the student’s academic performance in Physics. Data were gathered quantitatively by administering the Basic Skills Diagnostic Test, Lawson's Classroom Test of Scientific Reasoning, and Metacognitive Awareness Inventory to Grade 10 students in the selected high schools of District II of Ifugao Province from January to June 2023. Using the Raosoft calculator, 369 out of 405 students were randomly selected as participants. Relationships of the variables were analysed using St

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Kholid, Muhammad Noor, and Arina Ahadiyati. "Students' metacognition in solving non-routine problems." Al-Jabar : Jurnal Pendidikan Matematika 13, no. 1 (2022): 125–38. http://dx.doi.org/10.24042/ajpm.v13i1.11776.

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Students’ metacognition abilities based on their aspects have different levels. Metacognition aspects had categorized into parts of awareness aspects, evaluation aspects, and aspects of regulation. This study aims to describe how students are metacognitive in solving non-routine problems based on awareness, evaluation, and regulation characteristics. This research is a descriptive qualitative study with a sampled class VIII A Junior High School Batik Special Program (PK) Surakarta, which consisted of six students. The instruments in this research are non-routine problems or tests, observation

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Redburn, James. "How effective is metacognitive instruction at improving the word problem-solving of children who are low-achievers in maths?" DECP Debate 1, no. 179 (2021): 26–38. http://dx.doi.org/10.53841/bpsdeb.2021.1.179.26.

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Metacognitive knowledge and skills are powerful predictors of academic outcomes (Wang et al., 1990) but are often lacking in children who are low-achievers in maths (Miller & Mercer, 1997). Metacognitive instruction seeks to address this deficit (Veenman, 2015). Interventions address strategy knowledge (plan-monitor-evaluate), task knowledge (when and why to apply strategies), and person knowledge (strengths, weaknesses, and motivation), and provide opportunity to practise (Flavell, 1979; Livingston, 1996; Pintrich, 2002). This review sought to evaluate the effect of metacognition interven

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Rolina, Rosalina, Sri Aryani, and Erik Taufiqurrohman. "COMPARISON OF THE ABILITY OF MATHEMATICAL REASONING OF SMK STUDENTS USING A METACOGNITIVE SKILL APPROACH THROUGH ADVANCE ORGANIZER LEARNING MODELS WITH A SAINTIFIC APPROACH THROUGH DISCOVERY LEARNING." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 3 (2018): 233. http://dx.doi.org/10.22460/jiml.v1i3.p233-238.

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This research is motivated by the low level of mathematical reasoning ability students. This study aims to determine the comparison of mathematical reasoning abilities students between those who learn using the metacognitive skills approach through advance organizer and the scientific approach through discovery learning. The method is an experimental method with a pretest-posttest control group design involving two groups and random sampling. At the beginning and end of learning, the two classes are given a test. The population in this study were State Vocational High School students in Cimahi

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Cahyaningsih, Ujiati, Dede Salim Nahdi, Mohamad Gilar Jatisunda, and Vici Suciawati. "STUDENT’S MATHEMATICAL PROBLEM-SOLVING ABILITY WITH MATHEMATICAL RESILIENCE AND METACOGNITION SKILLS: A QUANTITATIVE ANALYSIS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 4 (2021): 2591. http://dx.doi.org/10.24127/ajpm.v10i4.4366.

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One of the main goals in learning mathematics, both at the primary and secondary education levels, is to equip students with mathematical problem solving skills. This is important because there are so many problems in life that need to be solved by mathematics. However, several studies show that students' problem solving abilities are still low, so teacher efforts are needed to improve them. This research has a focus on improving students' mathematical problem solving abilities based on factors within the students themselves, namely Mathematical Resilience and metacognition abilities. This stu

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Murtafiah, Wasilatul, Anisa Yunitasari, Sardulo Gembong, Joel I. Alvarez, and Faridah Hanim Yahya. "Students' Metacognition in Solving HOTS Questions in the Context of the Flag Ceremony Yard Based on Initial Mathematical Abilities." PYTHAGORAS Jurnal Pendidikan Matematika 19, no. 2 (2024): 179–93. https://doi.org/10.21831/pythagoras.v19i2.76120.

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This study aims to determine the ability of metacognition in solving HOTS problems in the context of problem related to activities in the context of the flag ceremony yard in solving problems based on initial mathematics ability. This research approach was descriptive qualitative involving 3 students as research subjects who were selected based on high, medium, and low initial mathematics abilities. The data were validated by using method triangulation techniques, namely tests and interviews. The results showed that students with high initial mathematics ability showed good metacognition skill

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Agung, Ramlah*,, Agung Prasetyo, Dewi Siti, Karunia Eka, and Mokhammad Ridwan. "Digital Puzzle Worksheet for Identifying Metacognition Level of Students: A Study of Gender Differences." European Journal of Educational Research 12, no. 2 (2023): 795–810. http://dx.doi.org/10.12973/eu-jer.12.2.795.

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<p style="text-align: justify;">Digital puzzle worksheet (DPW) is innovative teaching material designed using open-source software such as Canva and Liveworksheets. Subsequently, puzzle games in the form of questions can improve problem-solving skills by engaging in metacognitive processes. This research used a case study method to describe the impact of applying the DPW to identify the metacognition levels of students through the assignment of contextual maths problems. The source of informants was third-grade elementary school students in West Java, Indonesia. Test instruments, observa

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Suliani, Mega, Dwi Juniati, and Agung Lukito. "The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1481. http://dx.doi.org/10.11591/ijere.v13i3.27117.

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The current research aimed to understand the effect of mathematical beliefs of middle school students on their metacognitive skills in solving mathematical problems. In examining the matter, the study utilized a mixed method. In the first step, a linear regression test was utilized to determine the effect of belief on students’ metacognitive skills in solving geometry problems. Furthermore, a qualitative approach was used to compare the metacognitive skills of high and low-belief students. This study involved 72 middle school students sitting in the 8th grade at Tarakan 1 State Junior High Sch

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Suliani, Mega, Dwi Juniati, and Agung Lukito. "The influence of student's mathematical beliefs on metacognitive skills in solving mathematical problem." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1481–91. https://doi.org/10.11591/ijere.v13i3.27117.

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The current research aimed to understand the effect of mathematical beliefs of middle school students on their metacognitive skills in solving mathematical problems. In examining the matter, the study utilized a mixed method. In the first step, a linear regression test was utilized to determine the effect of belief on students’ metacognitive skills in solving geometry problems. Furthermore, a qualitative approach was used to compare the metacognitive skills of high and low-belief students. This study involved 72 middle school students sitting in the 8th grade at Tarakan 1 State Junior Hi

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Abdullah, Abdul Halim, Sharifah Nurarfah S. Abd Rahman, and Mohd Hilmi Hamzah. "Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving." Bolema: Boletim de Educação Matemática 31, no. 57 (2017): 310–22. http://dx.doi.org/10.1590/1980-4415v31n57a15.

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Abstract Metacognitive skills play an important role in solving mathematical problems. However, there is a lack of empirical studies on the role of metacognitive skills in solving mathematical problems, particularly non-routine ones. Therefore, this study was undertaken to identify students' metacognitive skills and the impact of such skills on non-routine mathematical problem solving. By using a quantitative method, a total of 304 students in Johor Bahru district were involved in the study. A Self-Monitoring Questionnaire (SMQ) and a mathematical test were used in data collection. Data were a

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Lee, Eun Kyung, and Hyunsu Kang. "Effects of Metacognition-based Outdoor Play Math Activities on Young Children’s Play Flow and Self Initiative." Korea Association of Yeolin Education 31, no. 4 (2023): 47–70. http://dx.doi.org/10.18230/tjye.2023.31.4.47.

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This study examined the effects of metacognition-based outdoor play math activities on young children's play flow and self initiative. The main results are presented as follows. First, the effect of metacognition-based outdoor play math activities on the total play flow and sub-factors of play flow of young children was examined. As a result of dividing the comparison group and the experimental group into before and after, the post-score was higher than the pre-score in both the entire play group and sub-factors. In addition, as a result of examining the difference between the comparison group

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Shodikin, Ali, Silvia Eka Nurkumala, and Wahyu Kyestiati Sumarno. "Student Metacognition in Mathematics Problem Solving on Set Materials." Mathline : Jurnal Matematika dan Pendidikan Matematika 7, no. 2 (2022): 288–97. http://dx.doi.org/10.31943/mathline.v7i2.297.

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Solving mathematical problems is an important thing in mathematics. Solving narrative problems requires complex thinking skills, namely cognitive skills and understanding of using the right methods or tactics. Awareness of students in using their thoughts to plan, control, and assess their cognitive processes and tactics is the meaning of metacognition. This research is a descriptive study that aims to describe the level of students' metacognition in solving mathematical problems, especially a set of material. The population in this study is class VII B of SMPN 2 Sukodadi. To focus on data ana

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Zuhriati, Suci, Cholis Sa'dijah, and Sisworo Sisworo. "AKTIVITAS METAKOGNITIF SISWA DALAM MEMECAHKAN MASALAH BANGUN RUANG SISI DATAR." Jurnal Kajian Pembelajaran Matematika 5, no. 2 (2021): 26. http://dx.doi.org/10.17977/um076v5i22021p26-37.

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Metacognition is an important aspect in problem solving. This study aims to describe the students' metacognitive activity in solving the problem of building a flat side with a qualitative approach. The research subjects were three students of MTSN Malang 1 with good communication skills in the categories of high, medium, and low mathematical abilities. Data collection was done by giving the problem of flat side space and interviews. In the problem understanding phase, students perform metacognitive awareness when they rethink a given problem marked by rereading the problem by considering and m

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Tjalla, Awaluddin, and Maria Fransiska Putriyani. "Mathematics Metacognitive Skills of Papua’s Students in Solving Mathematics Problems." Asian Social Science 14, no. 7 (2018): 14. http://dx.doi.org/10.5539/ass.v14n7p14.

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This research focuses on the analysis of mathematics metacognitive skills of Papua’s students in School of Indonesian Children in solving mathematics learning problems. The research was conducted to provide a good quality education for Papuan students, so the research start the research from the metacognitive skills especially in mathematics. The respondents of the research are 6 students from grade VII in School of Indonesian Children. Those respondents are represent of higher mathematical ability, medium mathematical ability, and lower mathematical ability. The research used descriptive qual

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Rachmi, Cut Nadia, Al Jupri, Dadang Juandi, Nadyati Putri, and Santy Bulubaan. "Research Exploration of Problem-Based Learning (PBL) Model and Metacognition Ability in Mathematics Learning: A Systematic Literature Review." Jurnal Pendidikan MIPA 26, no. 1 (2025): 227–43. https://doi.org/10.23960/jpmipa.v26i1.pp227-243.

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The Problem-Based Learning (PBL) model is one of the practical approaches to increase students' active participation, independent thinking skills, and awareness of the learning process, which will improve students' metacognition skills. Metacognition enables students to organize their learning strategies and improve learning outcomes. This research aims to identify, classify, and evaluate research results from primary studies that apply the PBL Model in measuring the improvement of students' metacognition skills in Indonesia using the systematic literature review (SLR) method. The protocol use

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