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August 24, 2025International Journal of Environment Engineering and EducationOpen Access

The Impact of Metacognitive Strategy Training on Higher-Order Thinking Skills (HOTS) in High School Mathematics: A Quasi-Experimental Study

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Metacognitive training significantly boosts higher-order thinking skills in high school mathematics.
Students who received the metacognitive intervention scored better on HOTS assessments, with ANCOVA results showing F=44.36 and p<0.001.
The study used a quasi-experimental pretest-posttest design with 72 senior high school students in Indonesia divided into intervention and control groups.
Findings highlight the importance of metacognitive strategies for enhancing mathematical thinking, suggesting potential curriculum improvements.

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Implication

Quasi-experimental study shows metacognitive training improves higher-order thinking skills in high school mathematics, indicating its value in education reform.

Cite This Study

Badolo et al. (2025) studied this question.

synapsesocial.com/papers/68af5bc1ad7bf08b1eadfeec https://doi.org/10.55151/ijeedu.v7i2.302

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Implication

Quasi-experimental study shows metacognitive training improves higher-order thinking skills in high school mathematics, indicating its value in education reform.

The Impact of Metacognitive Strategy Training on Higher-Order Thinking Skills (HOTS) in High School Mathematics: A Quasi-Experimental Study

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Discussion

Implication

Cite This Study

The Impact of Metacognitive Strategy Training on Higher-Order Thinking Skills (HOTS) in High School Mathematics: A Quasi-Experimental Study

Key Points

Discussion

Implication

Cite This Study

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