Express students' problem solving skills from metacognitive skills perspective on effective mathematics learning

Abstract

Measuring the standard of success in mathematics learning is whether students can apply mathematical concepts and solve mathematics problems completely. However, the ability of students in solving mathematics problems is sometimes limited to routine problems and when faced with non-routine and in the form of HOTs applications problems, there is complicatedness and difficulty in determining the solution. Therefore, this study aims to review systematically, which metacognitive skills are applied and practiced when students solve mathematics problems and also to clarify the effect of metacognitive skills on student's learning performance. Studies around 2006 and up to date have been explored based on approaches, methods, and practices of metacognitive skills implemented. A total of 12 articles were selected for analysis. This review shows that metacognitive skills are implied and practiced when students solve mathematics problems, but the metacognitive regulation subcomponents are more likely to affect the completeness of the solution than the metacognitive knowledge aspects. Metacognitive skills also have a positive impact on student learning. So, delivering effective learning is very reasonable and timely, and metacognitive skills are applied based on platforms for metacognitive learning strategy.