Metacognitive learning strategies in mathematics classroom intervention: a review of implementation and operational design aspect

Abstract

Mathematical learning is to produce a high competence individual with multiple skills in line with the needs of the 21st century. However, mathematical education is still plagued with problem of mastery of mathematical concepts. In addressing this problem, various initiatives and interventions need to be implemented to ensure that mathematical mastery is at the normal and best level. Metacognitive Learning Strategies (MLS) can be used as interventions to tackle weak issues of mastery. The strength of MLS is based on the efficiency of teachers and students managing their teaching and learning. MLS can also produce students who have good thinking skills, good self-esteem, and positive tendencies. However, to ensure that the implementation of this strategy is consistent, it should be designed and constructed to be based on the appropriate Instructional Designed (ID) model. The model is a rubric description that has more specific steps designed to coincide with the operation of MLS. This review aims to study the impact of MLS and discuss the aspects in the operation of MLS approach as an intervention. Papers that were published between 2013 and 2019, focused on an intervention aimed at improving mastery of students were identified and assessed, thirteen such interventions met inclusion criteria and analyzed. These studies addressed that MLS had a great impact on the students’ mastery and the ID’s steps was applied even though it was not clearly stated. Therefore, in forming innovative approaches and interventions requires an appropriate model of instructional design and selecting a learning approach that enhances student competence.