Profile Metacognitive Scaffolding in Developing the Concept of Determinants to Enhance Mathematical Problem-Solving Skills of Low Ability Students

The low ability of students to understand the concept of determinants and apply it in mathematical problem-solving remains a serious challenge, particularly among low-achieving learners. These difficulties are generally attributed to limited instructional variation, the dominance of procedural approaches, and the lack of opportunities for students to develop metacognitive awareness. This study is therefore important as it provides insights into how metacognitive scaffolding can support low-achieving students in enhancing their conceptual understanding of determinants as well as their mathematical problem-solving skills. The purpose of this research is to describe the profile of metacognitive scaffolding implementation in fostering students’ understanding of determinants and to identify its influence on the problem-solving abilities of low-achieving students. This study employed a quantitative approach with a quasi-experimental design. The participants consisted of 30 tenth-grade students at MA Arifah Gowa who were classified as low-achieving based on pretest results. The research instruments included a mathematical problem-solving test, metacognitive scaffolding observation sheets, and structured interviews. Data collection procedures involved administering a pretest, implementing metacognitive scaffolding in instruction, conducting observations and administering a posttest. Data were analyzed using quantitative descriptive methods by comparing pretest and posttest results along with findings from observations and interviews. The results of the study revealed a significant improvement in students’ problem-solving abilities following the implementation of metacognitive scaffolding. Students became more capable of planning strategies, monitoring solution steps, and evaluating their answers. Moreover, they demonstrated greater willingness to explore alternative solutions and showed increased independence in learning. The implication of this research is that integrating metacognitive scaffolding into mathematics instruction is essential as a strategy to foster reflective thinking, enhance student engagement, and strengthen higher-order thinking skills among low-achieving students.