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Abstract
Metacognition is a critical factor in mathematical problem-solving, particularly in collaborative learning contexts. This study aims to explore how secondary students’ metacognitive processes (planning, monitoring, and evaluating) emerge during collaborative mathematical problem-solving within heterogeneous ability groups. A qualitative case study was conducted with grade VIII students at an Islamic junior secondary school in Indonesia. Twelve students were purposively selected from a class of thirty-three and organized into four heterogeneous groups based on mathematical ability levels (high, medium, and low). Data were collected through mathematics ability tests, collaborative problem-solving tasks involving non-routine linear equations, classroom observations, video recordings, and semi-structured group interviews. Data analysis followed iterative qualitative procedures, including data reduction, data display, and conclusion drawing, focusing on identifying patterns of metacognitive regulation at both individual and group levels. The findings reveal that planning and monitoring were consistently observed across groups, while evaluative metacognition remained underdeveloped and unevenly distributed.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 5, May 2026, Article No: em2834
https://doi.org/10.29333/ejmste/18518
Publication date: 05 May 2026
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