The Implementation of Metacognitive Strategies in Elementary Mathematics Learning: A Systematic Literature Review
DOI:
https://doi.org/10.17977/um009v34i22025p217-233Keywords:
metacognitive strategies, mathematics learning, elementary school, problem solving, strategi metakognitif, pembelajaran matematika, sekolah dasar, pemecahan masalahAbstract
Abstract: Metacognitive strategies play a critical role in elementary mathematics education by enabling students to plan, monitor, and evaluate their thinking processes. This study conducts a Systematic Literature Review (SLR) to examine the effectiveness of these strategies in enhancing students’ conceptual understanding, motivation, and problem-solving abilities. Using the Publish or Perish application, 432 articles were initially identified from Scopus, Semantic Scholar, and Google Scholar. Based on established inclusion criteria such as publication type, indexing, language, and relevance, 16 studies were selected for in-depth analysis. The findings reveal that metacognitive strategies significantly improve students’ self-regulation, learning independence, and academic performance. However, their effectiveness varies depending on factors such as gender, self-efficacy, classroom environment, and access to technology. The study also highlights the essential role of teachers in modeling cognitive processes, offering feedback, and facilitating reflective learning. Compared to traditional memorization-based instruction, metacognitive approaches foster deeper understanding and cognitive flexibility. This review underscores the need for sustained teacher training and thoughtful technology integration to support effective implementation of metacognitive strategies in primary mathematics learning.
Abstrak: Strategi metakognitif memainkan peran penting dalam pendidikan matematika dasar dengan memungkinkan siswa untuk merencanakan, memantau, dan mengevaluasi proses berpikir mereka. Studi ini melakukan tinjauan literatur sistematis (SLR) untuk mengkaji efektivitas strategi-strategi tersebut dalam meningkatkan pemahaman konseptual, motivasi, dan kemampuan pemecahan masalah siswa. Menggunakan aplikasi Publish or Perish, sejumlah 432 artikel diidentifikasi dari Scopus, Semantic Scholar, dan Google Scholar. Berdasarkan kriteria inklusi yang telah ditetapkan, seperti jenis publikasi, pengindeksan, bahasa, dan relevansi, 16 studi dipilih untuk analisis mendalam. Temuan menunjukkan bahwa strategi metakognitif secara signifikan meningkatkan kemampuan regulasi diri, kemandirian belajar, dan prestasi akademik siswa. Namun, efektivitasnya bervariasi tergantung pada faktor-faktor seperti jenis kelamin, kepercayaan diri, lingkungan kelas, dan akses terhadap teknologi. Studi ini juga menyoroti peran penting guru dalam mendemonstrasikan proses kognitif, memberikan umpan balik, dan memfasilitasi pembelajaran reflektif. Dibandingkan dengan pengajaran berbasis hafalan tradisional, pendekatan metakognitif mendorong pemahaman yang lebih dalam dan fleksibilitas kognitif. Tinjauan ini menekankan perlunya pelatihan guru yang berkelanjutan dan integrasi teknologi yang terencana untuk mendukung implementasi efektif strategi metakognitif dalam pembelajaran matematika di tingkat dasar.
References
Albalhareth, A., & Alasmari, A. (2023). Metacognitive strategies implemented with d/Dhh students in upper elementary schools in Saudi Arabia. Thinking Skills and Creativity, 47, 101222. https://doi.org/10.1016/j.tsc.2022.101222
Allers, A., & Singh, P. (2023). Problem-Solving Abilities of Mildly Gifted Learners in Grade 3 Mathematics Using Self-Regulated Learning without Direct Teaching. The International Journal of Science, Mathematics and Technology Learning, 30(2), 49–81. https://doi.org/10.18848/2327-7971/CGP/v30i02/49-81
Amalina, I. K., & Vidákovich, T. (2023). Development and differences in mathematical problem-solving skills: A cross-sectional study of differences in demographic backgrounds. Heliyon, 9(5), e16366. https://doi.org/10.1016/j.heliyon.2023.e16366
Astuti, A. D. (2024). Self-regulated Learning for Elementary School Students’ Mathematics Learning Using Think Pair Share. Tunas: Jurnal Pendidikan Guru Sekolah Dasar, 10(1), 60–64. https://doi.org/10.33084/tunas.v10i1.8784
Bishara, S. (2016). Self-regulated math instructions for pupils with learning disabilities. Cogent Education, 3(1), 1262306. https://doi.org/10.1080/2331186X.2016.1262306
Chaiarwut, S. (2025). Enhancing executive mathematics problem-solving through a constructivist digital learning platform: Design, development and evaluation.
Chaiarwut, S., Srikoon, S., Siritaratiwat, A., & Kwangmuang, P. (2025). Enhancing executive mathematics problem-solving through a constructivist digital learning platform: Design, development and evaluation. Social Sciences & Humanities Open, 11, 101338. https://doi.org/10.1016/j.ssaho.2025.101338
Chatzistamatiou, M., Dermitzaki, I., Efklides, A., & Leondari, A. (2015). Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics. Educational Psychology, 35(7), 835–850. https://doi.org/10.1080/01443410.2013.822960
Chen, C., Jamiat, N., Rabu, S. N. A., & Mao, Y. (2024). Effects of a self-regulated-based gamified interactive e-books on primary students’ learning performance and affection in a flipped mathematics classroom. Education and Information Technologies, 29(18), 24143–24180. https://doi.org/10.1007/s10639-024-12789-7
Fajri, F. R., & Amir, M. F. (2022). Math self-regulated learning assisted by metacognitive support by reviewing sex differences in mathematics anxiety. REID (Research and Evaluation in Education), 8(2), 100–113. https://doi.org/10.21831/reid.v8i2.49157
Faradiba, S. S., & Alifiani, A. (2020). Metacognitive Blindness in Mathematics Problem-Solving. Journal of Education and Learning Mathematics Research (JELMaR), 1(2), 43–49. https://doi.org/10.37303/jelmar.v1i2.27
Gupta, S. L., Mittal, A., Singh, S., & Dash, D. N. (2024). Demand-driven approach of vocational education and training (VET) and experiential learning: A thematic analysis through systematic literature review (SLR). Asian Education and Development Studies, 13(1), 45–63. https://doi.org/10.1108/AEDS-07-2023-0083
Hacker, D. J., Kiuhara, S. A., & Joel R. Levin. (2019). A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics. ZDM, 51(4), 601–612. https://doi.org/10.1007/s11858-019-01040-0
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020‐compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Reviews, 18(2), e1230. https://doi.org/10.1002/cl2.1230
Herold-Blasius, R. (2024). The role of strategy keys in enhancing heuristics and self-regulation in mathematical problem-solving: A qualitative, explorative, and type-building study with primary school students. Investigations in Mathematics Learning, 1–20. https://doi.org/10.1080/19477503.2024.2430135
Johar, R., Harnita, F., Sasaki, D., & Oktari, R. S. (2025). Incorporating disaster context into mathematical problem-solving abilities: The role of cognitive and affective needs. International Journal of Disaster Risk Reduction, 116, 105083. https://doi.org/10.1016/j.ijdrr.2024.105083
Khoirudin, M., Sukoriyanto, S., & Dewi, R. S. I. (2024). Inovasi Pembelajaran Berbasis Media Qr Code Dalam Meningkatkan Motivasi Belajar Matematika Di SD Negeri Birowo 02 Binangun Blitar. Briliant: Jurnal Riset Dan Konseptual, 9(4), 893–902. https://doi.org/10.28926/briliant.v9i4.1839
Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Lin, C.-P., & Yang, S.-J. (2021). Multiple Scaffolds Used to Support Self-Regulated Learning in Elementary Mathematics Classrooms: International Journal of Online Pedagogy and Course Design, 11(4), 1–19. https://doi.org/10.4018/IJOPCD.2021100101
Lourenço, A. A., & Paiva, M. O. (2024). Academic Performance of Excellence: The Impact of Self-Regulated Learning and Academic Time Management Planning. Knowledge, 4(2), 289–301. https://doi.org/10.3390/knowledge4020016
Rahayuningsih, S., Ikram, M., & Indrawati, N. (2023). Learning To Promote Students’ Mathematical Curiosity And Creativity. Uniciencia, 37(1), 1–13. https://doi.org/10.15359/ru.37-1.6
Rozak, Abd., Subanji, Nusantara, T., & Sulandra, I. M. (2018). Identification Metacognitive Failure on Mathematics Problem Solving. Proceedings of the University of Muhammadiyah Malang’s 1st International Conference of Mathematics Education (INCOMED 2017). University of Muhammadiyah Malang’s 1st International Conference of Mathematics Education (INCOMED 2017), Malang, Indonesia. https://doi.org/10.2991/incomed-17.2018.23
Schuster, C., Stebner, F., Geukes, S., Jansen, M., Leutner, D., & Wirth, J. (2023). The effects of direct and indirect training in metacognitive learning strategies on near and far transfer in self-regulated learning. Learning and Instruction, 83, 101708. https://doi.org/10.1016/j.learninstruc.2022.101708
Shen, X., Ismail, L., Jeyaraj, J. J., & Teng, M. F. (2024). Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model. System, 126, 103485. https://doi.org/10.1016/j.system.2024.103485
Siregar, R. A., Lengkanawati, N. S., & Damayanti, I. L. (2024). Metacognitive Strategies In Mediating Efl Adult Learners’ Self-Regulated Language Learning: A Systematic Review. LLT Journal: A Journal on Language and Language Teaching, 27(1), 252–272. https://doi.org/10.24071/llt.v27i1.5502
Stillman, G. (2011). Applying Metacognitive Knowledge and Strategies in Applications and Modelling Tasks at Secondary School. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.), Trends in Teaching and Learning of Mathematical Modelling (Vol. 1, pp. 165–180). Springer Netherlands. https://doi.org/10.1007/978-94-007-0910-2_18
Stillman, G. A. (2015). Applications and Modelling Research in Secondary Classrooms: What Have We Learnt? In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 791–805). Springer International Publishing. https://doi.org/10.1007/978-3-319-17187-6_44
Supriadi, N. (2024). The role of learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving. Thinking Skills and Creativity.
Taylor, E. V., & Dobie, T. E. (2024). Parental support for mathematical problem solving: Proximal and distal influences within the religious practice of tithing. The Journal of Mathematical Behavior, 73, 101102. https://doi.org/10.1016/j.jmathb.2023.101102
Vula, E., Avdyli, R., Berisha, V., & Saqipi, B. (2017). The impact of metacognitive strategies and self-regulating processes of solving math word problems. International Electronic Journal of Elementary Education, 10(1), 49–59. https://doi.org/10.26822/iejee.2017131886
Wong, T. T.-Y., & Yip, E. S.-K. (2023). What is the unknown? The ability to identify the semantic role of the unknown from word problems longitudinally predicts mathematical problem solving performance. Contemporary Educational Psychology, 73, 102183. https://doi.org/10.1016/j.cedpsych.2023.102183
Yang, H.-H., & Chiu, Y.-H. (2024). 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(4), 75–81. https://doi.org/10.18178/ijimt.2024.15.4.966
Yasa, A. D., Rahayu, S., Handayanto, S. K., & Ekawati, R. (2024). Evaluating the Impact of Smart Learning-Based Inquiry on Enhancing Digital Literacy and Critical Thinking Skills. Ingénierie Des Systèmes d Information, 29(1), 219–233. https://doi.org/10.18280/isi.290122
Zhang, W., & Lian, R. (2024). The impact of reading metacognitive strategies on mathematics learning efficiency and performance: An analysis using PISA 2018 data in China. Acta Psychologica, 246, 104247. https://doi.org/10.1016/j.actpsy.2024.104247
Ziadat, A. H., & Sakarneh, M. A. (2022). Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties. International Journal of Evaluation and Research in Education (IJERE), 11(3), 1028. https://doi.org/10.11591/ijere.v11i3.22177
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jauharul Hakim Rizqullah Yeza, Toto Nusantara, Sri Rahayuningsih, Radeni Sukma Indra Dewi, Ratna Ekawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
