Research Article
The Effect of Metacognitive Guidance Assisted by Rich Mathematical Tasks on Mathematical Representation Ability in Terms of Students’ Initial Ability
@INPROCEEDINGS{10.4108/eai.11-12-2025.2363110, author={Arnoldus Helmon and Eliterius Sennen and Mariana Jediut}, title={The Effect of Metacognitive Guidance Assisted by Rich Mathematical Tasks on Mathematical Representation Ability in Terms of Students’ Initial Ability}, proceedings={Proceedings of the 5th International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2025, 11-12 December 2025, Ruteng, East Nusa Tenggara, Indonesia}, publisher={EAI}, proceedings_a={ICEHHA}, year={2026}, month={5}, keywords={mathematics representation metacognitive guidance rich mathematical task}, doi={10.4108/eai.11-12-2025.2363110} }- Arnoldus Helmon
Eliterius Sennen
Mariana Jediut
Year: 2026
The Effect of Metacognitive Guidance Assisted by Rich Mathematical Tasks on Mathematical Representation Ability in Terms of Students’ Initial Ability
ICEHHA
EAI
DOI: 10.4108/eai.11-12-2025.2363110
Abstract
The low mathematical representation ability (MRA) of students necessitated innovative solutions. This study aimed to: 1) compare MRA of students receiving metacognitive guidance (MG) assisted by rich mathematical tasks (RMT) with students receiving conventional instruction; and 2) examine the interaction between MG and students' prior knowledge on their MRA. A quasi-experimental design with a 2 × 2 factorial arrangement was employed. Sample consisted of 56 fifth-grade students at SDK Ruteng VI that selected through simple random sampling technique. Data were collected using test and analyzed by using two-way ANOVA. The findings revealed that the MRA of students utilizing MG was significantly higher than those without MG (p = 0.00). Furthermore, no significant interaction was found between the implementation of the MG model and students' prior knowledge (p = 0.305). Thus, MG effectively enhanced students' MRA regardless of their prior knowledge, providing equitable benefits for both high- and low-ability students.
