Mathematical instructional: A conceptual of redesign of active learning with metacognitive regulation strategy

Abstract

Active Learning Strategy is a significant and effective learning approach to ensure student engagement in learning sessions and enhancing understanding of the contents. Active learning with high motivation and deep learning will encourage students to plan, monitor and to evaluate the learning process and manage thought activities. This metacognitive regulation ability will strengthen the student's understanding. Interacting skills, self-regulation skills, and excitement will increase and produce active experiences that positively impact the student's focus and actions during the learning process. Accordingly, Mathematical Metacognitive Activity (MMA) was developed with the concept of learning activities that incorporate active learning principles, strategies, and metacognitive regulation skills. Therefore, this conceptual paper discusses the potential of active learning to promote metacognitive regulation as a reinforcement of student understanding in the learning process. This study introduced and suggested the interventions of learning problems that is to increase the level of student's mastery in mathematical concepts. MMA is designed and developed based on the instructional development model, by applying the concept of active learning that involves collaborative metacognitive activities among students during the learning process. Through this activity, students will actively communicate and interact with peers to train metacognitive behavior and improve metacognitive skills to gain understanding and mastery of mathematical concepts.