The Impact of Metacognitive Strategy Training on Higher-Order Thinking Skills (HOTS) in High School Mathematics: A Quasi-Experimental Study

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Quasi-experimental study shows improved higher-order thinking skills in students through metacognitive intervention.

Metacognitive strategy training significantly improved higher-order thinking skills in mathematics.
The experimental group showed higher HOTS post-test scores compared to the control group, with F=44.36; p<0.001.
Using a quasi-experimental pretest-posttest design, the study involved 72 high school students in Indonesia.
The findings indicate that structured metacognitive training can enhance mathematical thinking, with implications for educators.

Badolo et al. (2025) studied this question.

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