Enhancing Students’ Mathematical Metacognitive Abilities through IT Application-Based Contextual Learning: A Study with PGSD Students

Abstract

This study aimed to adapt and evaluate an IT-based contextual mathematics learning model to enhance Grade III students' mathematical metacognitive abilities in addition and subtraction. Using a design-based research methodology, the study involved 38 final-year PGSD students conducting field practice in a six-week intervention incorporating IT applications such as Matific and Canva, with contextual learning using objects, animals, and plants from the Grade III students' environment. Data were collected through pre- and post-lesson plan design tasks, classroom observations, reflective journals, interviews, and perception surveys. Results revealed statistically significant improvements in students' mathematical metacognitive abilities with an overall Cohen's d = 3.22 (large effect size), accompanied by substantial improvements in PGSD students' lesson plan quality in integrating environmental contexts with IT applications, as evidenced through pre-post design task assessments and observational data. Qualitative findings demonstrated participants' transformation from direct instruction to facilitating learning that promoted students' thinking about thinking (metacognition), with a strong appreciation for contextualizing learning using objects from students' local environment. These findings have significant implications for reforming mathematics teacher education programs across diverse contexts, suggesting that integrated approaches that recognize the synergistic relationships among technology, pedagogy, and contextual relevance may be more effective than traditional, sequential competency development models.