Deep Learning with Visualization-Based Worked Examples to Enhance Students’ Algebra Problem Solving Ability and Metacognitive Awareness

This study aims to examine the improvement of algebra problem-solving ability and metacognitive awareness among junior high school students through the use of visualization based on a deep learning approach. The research employed a quantitative method with a quasi-experimental design, specifically a pretest–posttest control group design. The population consisted of all students from public schools in Tangerang City, Indonesia. The sample comprised seventh-grade students studying algebra. A purposive sampling technique was used to determine the experimental and control groups, with a total sample size of 51 students. The instruments included an algebra problem-solving ability test consisting of nine essay questions and a metacognitive awareness questionnaire with 52 items. Data were collected using these two instruments, with a pretest administered before the intervention and a posttest administered afterward. Data analysis was conducted using a prerequisite test, continued with independent sample t-tests, nonparametric tests, ANCOVA, and multiple linear regression. The results based on statistics indicated a significant improvement in students’ algebra problem-solving ability with a large effect. Nevertheless, the absolute increase in problem-solving scores in the experimental group is very small (N-gain mean = 0.02). Additionally, metacognitive awareness was not found to be a significant predictor of problem-solving ability; instead, initial ability (pretest) emerged as the strongest predictor. Only understanding the problem has a moderate effect; planning strategies has a small effect, and otherwise there is no effect. In conclusion, the use of visualization-based worked examples with a deep learning approach has a statistically significant effect, but its impact on improving students’ abilities should be interpreted with caution. So the practical effects of the intervention are limited; however, metacognitive awareness is not the main predictor in algebra problem-solving ability.