Peer tutoring activities to support active learning in mathematics: Review of the effects on student’s thinking and metacognitive skills

Abstract

Mastery of mathematics is an overview of the accuracy of mathematics competency. It is a tremendous impact on well development and complete trained metacognition skills and thinking skills. Therefore, to ensure that students can understand mathematics well is through learning that can enhance and develop metacognitive skills and thinking skills. In order to reduce the weakness of mathematical mastery, one of the interventions is through active and meaningful learning. Active learning focuses on student engagement, interactive, retention and motivation to explore the learning. Through this review, peer tutoring is subject matter to discuss the ability to support active learning and evaluate the effectiveness of peer tutoring activities among students in developing metacognitive skills and thinking skills. A review of previous research through search in database likes Google Scholar, Science Direct, ERIC, Springer Link, Elsevier and several other databases, based on keywords has been implemented. A number of articles and journals have been systematically reviewed to answer questions in this literature study. However, just 13 articles and journals published in 2012 until the current year are selected for this review. Briefly, the constructs and themes in peer tutoring contribute to forming active learning that can lead to increased student thinking and metacognitive skills.