Metacognitive Learning Strategies in Mathematics Classroom Intervention: A Review of Implementation and Operational Design Aspect

Mathematical learning is to produce a high competence individual with multiple skills in line with the needs of the 21st century. However, mathematical education is still plagued with problem of mastery of mathematical concepts. In addressing this problem, various initiatives and interventions need to be implemented to ensure that mathematical mastery is at the normal and best level. Metacognitive Learning Strategies (MLS) can be used as interventions to tackle weak issues of mastery. The strength of MLS is based on the efficiency of teachers and students managing their teaching and learning. MLS can also produce students who have good thinking skills, good self-esteem, and positive tendencies. However, to ensure that the implementation of this strategy is consistent, it should be designed and constructed to be based on the appropriate Instructional Designed (ID) model. The model is a rubric description that has more specific steps designed to coincide with the operation of MLS. This review aims to study the impact of MLS and discuss the aspects in the operation of MLS approach as an intervention. Papers that were published between 2013 and 2019, focused on an intervention aimed at improving mastery of students were identified and assessed, thirteen such interventions met inclusion criteria and analyzed. These studies addressed that MLS had a great impact on the students’ mastery and the ID’s steps was applied even though it was not clearly stated. Therefore, in forming innovative approaches and interventions requires an appropriate model of instructional design and selecting a learning approach that enhances student competence.


INTRODUCTION
In the 21st century, educators used various methods and also created new approaches to transforming learning capabilities in developing students' competencies in line with the aspirations for development and job requirements. The approach seen to develop individual potential and competence is the Metacognitive Learning Strategy (MLS) (Cera, Mancini & Antionetti, 2013;Hasbullah, 2015;Schraw & Moshman, 1995). Previous studies have proven and reported that MLS was significant and influenced the effectiveness of mathematical learning (Acar & Ader, 2017;Adnan & Arsad Bahri, 2018;Amin & Sukestiyarno, 2015;Daher, Anabousy & Jabarin, 2018;Du Toit & Du Toit, 2013;Suriah, Inprasitha & Sangaroon, 2013). Mastery of student mathematics through MLS is greater than conventional methods (Amin & Sukestiyarno, 2015;Habullah, 2015;Suriyon, Inprasitha & Sangaroon, 2013). Therefore, in order to address the issues and 1. Understand phenomena in research (learning), relationship activity, a situation with the learning environment 2. Construct the aspects of activities, relationships and circumstances with learning situations 3. Doing activity based on rules or method to get learning result (objective) 4. Interpret the work systematically to achieve problem-solving in the actual situation exposed in the activity 5. Evaluate the activity by examining whether the mathematical results obtained, are appropriate and reasonable in the real problem 6. Connect with real problem solving However, in order to produce Instructional Design (ID) which is a truly effective teaching intervention and more systematic operation, it requires a specific model that is appropriate. ID is a unique and systematic set of frameworks (Sebastian, Herman, & Reinke, 2019). To get the final result that achieves the teaching objectives, the implementation of a teaching and learning strategy should meet the recognized IDs (Nadiyah & Faaizah, 2015). If the development of a method is correct and with the existing ID, it can also be adopted as an innovation in teaching and learning approaches. Model of ASSURE, ADDIE, ARCS, Dick and Carey, Hannafin-Peck and many more is the best design and development models to produce teaching and learning interventions as a result of the complete, more specific and structured steps. Because of the metacognitive learning strategy is an operational strategy, so it is appropriate for its design and development based on those models. In designing and implementing MLS, practitioners should not ignore ID operating steps.
The ID model is an analytic rubric for a wider range of use, as mediation of various types of teaching and learning designs. According to Lohr (1998) as cited in (Ozdilek & Robeck, 2009), in general, the aspects of models is analysis of needs, design and development, implementation and evaluation each have specialization. In short, based on Branch (2009) the steps or phases of the model are as follows. The Analysis phase involves a survey and also forms an investigation into the students, to the content, and the purpose of the assignment. The Design phase discusses how to build teaching goals and learning objectives so as to present some strategies. At the Development phase will be emphasized the question of the materials, tools and processes to be used. The purpose of the Implementation phase is to operate material, learning and teaching activities and to see how it is programmed. The Evaluation phase will certainly assess formative and summative the usefulness, suitability and effectiveness of development. Therefore, by using these ID steps, educators should be more committed and dynamic to produce innovative learning approaches that will be based on the application of learning strategies that can enhance the student's competence level likes MLS. 3 / 9

METHODOLOGY
The present study purpose to determine the classroom interventions applied to Metacognitive Learning Strategies (MLS). The aim of the study also to evaluate the operational design aspects of teaching and learning activities whether in line with the ID step in general. Therefore, the research question was formed to achieve the objectives: 1. What is the impact of learning activities as the intervention that implied Metacognitive Learning Strategies (MLS)? 2. Which aspect(s) is most closely related to the operational design of learning activities?
Next, the related articles and journals search is in two steps; i) looking for articles related to metacognitive strategies to identify what the principles and operational of metacognitive learning strategies in mathematics, ii) searching articles based on implementation of ID model to determine how ID is doing and see the organizing on learning activities. Research articles are based on search using keywords, metacognitive learning strategies, mathematics intervention and instructional design from Google Scholar, ERIC, ScienceDirect, Researchgate, and other open database. Table 1 is an analysis of metacognitive learning strategies.
Based on Table 1, shows how aspects of implementation in terms of operations and impacts on students are derived from research reports. Some of the activities contained in the MLS have been found and the impact on learning is also visible. A total of 13 articles are selected and meet the requirements of the study to be discussed. However, this article does not clearly explain how learning activities are operated but almost all only report the effectiveness and impact of these learning activities. Relationship Between Metacognition, Self-Efficacy And Self-Regulation In Learning.

ECPS-Journal 7/2013
To Study the relationship between metacognition, selfefficacy and selfregulation in learning 1. Analyse student needs 2. Develop with aims and goals 3. Implement while suitable 1. The ability of students to monitor their own learning process 2. Can improve sensitivity to feedback content 3. Higher skill to choose strategies 4. May identify relevant information as necessary 5. Students can manage time more effectively 6. Self-assessment by linking the previous knowledge to the learning process 7.Can connect existing knowledge with new ones Petra Menz and Cindy Xin ( To study of the metacognitive levels for two classes of differential equations students 1. Analysis students need for well performance 1. Planning is being more effective during learning process such us understanding how to use past strategies and knowing which strategy is most effective

Analysis Metacognitive Skills On Learning Mathematics In High School. International Journal of Education and Research Vol. 3 No. 3 March 2015
To study the influence of metacognitive awareness of the cognitive skills; the influence of metacognitive awareness of the metacognitive skills; and how the relationship `between cognitive skills and metacognitive skills?
1. Analyse of problems in mathematics learning 1. The student has a good ability in planning, goal setting, and allocate resources before learning 2. The awareness of students reading instruction carefully before starting the task, while the weakest part is the student's ability to regulate the current study in order to have a longer learning time 3. The student has sufficient ability to perform selfassessment of learning or in assessing the strategies it uses. 4. Ability of students to consider some alternative settlement before answering 5. The awareness of students to stop regularly to check for understanding 6. Students is to ask themselves about how well they have achieved the goal (after the task has been completed) Adnan & Arsad Bahri ( To determine the effect metacognitive ideal strategy on achievement in math class 1. Analysis of needs to intervention 2. Implement in 3 week 3. Apply the Ideal Metacognitive Strategies 1. Emphasizes the provision of project or task, which is expected to be focused on the learning materials that are considered important and can stimulate students' sense of responsibility in carrying out the project that has been given by the teacher in accordance with the group. 2. Stimulate the students to understand the situational problem by using a specific form of representation, discuss and evaluate the problem solving. Wajeeh Daher, Ahlam Anabousy, Roqaya Jabarin (2018)

Metacognition, Positioning And Emotions In Mathematical Activities. International Journal of Research in Education and Science (IJRES), 4(1), 292-303.
To study the interaction between students' metacognitive processes from one side, and their positioning and related emotions from the other side.

Analysis of students level in mathematics 2. Design and develop activities
with GeoGebra 3. Observe on students behaviour and students work 1. Develop self-awareness, self-complexity, and metacognitive ability 2. Positive affect to self-confidence and being proud of oneself

Metacognition Used by Tutors during Peer Tutoring Sessions in Mathematics. Elementary Education Online, 2017; 16(3): 1185-1200
To examine metacognitive skills of students who volunteered for teaching mathematical problems to their peers during peer tutoring sessions 1. Analysis of problems 2. Design based on peer tutoring activity 3. Develop the intervention with conducted the peer tutoring sessions 4. Implement in six peer tutoring sessions 5. Evaluate student performance and works 1. Students used metacognition during peer tutoring sessions starting from the preparation to the end of the task 2. Increase students metacognitive skills 5 / 9 Furthermore, based on Table 1 analysis, meta-analysis of the relationship between the phase in the ID model and the MLS aspect was built to clarify that the application of the ID model is relevant to the intervention process or to produce learning activities that coincide with MLS, shown in Table 2. This guide will be the basis for the discussion of findings in the next.

DISCUSSION
Based on the two stages of objective of the review, the first step is to determine the classroom interventions applied of Metacognitive Learning Strategies (MLS) and secondly to evaluate the operational design aspects of teaching and learning activities whether in line with the ID step in general, so on this part of the discussion will be implemented according to the stage and based on the following two research questions.

What is the Impact of Learning Activities as the Intervention that Implied Metacognitive Learning Strategies (MLS)?
The impacts of implementation of Metacognitive Learning Strategies (MLS) can be seen from the two points of view. First, in mastery of mathematics concept and second is about student's thinking skills. Reviewed articles showed that implementation of metacognitive learning strategies by organizing certain activities likes Problem Based Learning, Project Work, Discussion, Game, etc, is mostly effective to students performance and understanding (e.g; Daher, Anabousy, & Jabarin, 2018;Smith & Mancy, 2018;Suriyon, Inprasitha, & Sangaroon, 2013). It means, student learning is greatly enhanced when the student's level of prior knowledge is made visible. At that point the students have opportunity to correcting any misconceptions; using the prior knowledge, and create schemas of understanding around a topic. Learning is optimized when students can see where new concepts build from prior knowledge. Students learn more when the concepts are personally meaningful to them. In order to deeply understand a topic, learners not only need to know relevant facts, theories, and applications, they must also make sense of the topic through organizing those ideas into a framework (schema) of understanding. The development of schema, require students learned topics in ways that are relevant and meaningful to them. The situations are in line with reported by Schraw and Moshman (1995).
In fact of applying the metacognitive learning strategies, critical thinking skill and other thinking types such as reasoning skill, are popular reported by Suriyon, Inprasitha andSangaroon (2013), Hasbullah (2015), Tony Karnain et al (2014) and Amin and Sukestiyarno (2015). Critical thinking allows students to process information in a logical manner and to prepare themselves for learning. They can identify logical errors, and it can help students to solve the problems. If student can think critically, creatively, and solve mathematic problems independently, then they will be able to succeed in making decisions (Du Toit & Du Toit, 2013; Students know and need to know to arrive at an answer Self-monitoring processes Emphasize the need to reread the problem and self-check responses Schraw & Moshman,1995), understand options and expand knowledge to daily life (Ackerman & Leiser, 2014;Smith & Mancy, 2018).
In this context, metacognitive learning strategies refer to methods or technics of learning that promote the development of metacognitive aspects (Menz & Cindy Xin, 2016). In fact, using previous knowledge, student's awareness, and student's thinking skills to shape new experiences and knowledge. According to Adnan & Arsad Bahri (2018) a metacognitive learning strategy of mathematics is a way to set up the awareness about the thinking process during learning. This awareness is exists, when students are able to manage their thoughts by planning, monitoring and evaluating while completing tasks. In addition, for more specific teaching strategies (Veenman et al., 2006), as cited in Menz and Cindy Xin (2016) has listed the basic principles to ensure the success of metacognitive strategy teaching: i) metacognitive strategies are applied in learning materials to ensure interrelationships, ii) informing students about the use of metacognitive activities to encourage them to always work, and iii) prolonged training that is practiced to ensure smooth and continuous metacognitive use.

Which Aspect(s) is Most Closely related to the Operational Design of Learning Activities?
Analysis. The analysis phase is the most critical phase that will lead to the proper intervention to the cause of the problem being discussed. Almost all researchers discuss specific phases of analysis and lead to why it is necessary to intervene and why certain learning activities need reform. The phase of analysis is the phase that is most closely related to the operational design of intervention. Researchers such as Menz and Cindy Xin Design and Development. The design phase is the phase of the selection of the type of activity will be undertaken primarily to produce renewal in the sense of intervention after obtaining the analysis of needs. Usually researchers will ensure the theory and the adaptability of the activities to be designed. Current levels and levels to be targeted at interventions are the top priority. The selected activity will also illustrate strength and usability as a learning treatment. Subsequent to this phase of the development, researchers will provide interventions based on the selected activities. Activities will be structured to match the objectives. Most researchers develop activities that are closely related to mathematics such as problem solving, inquiry and guidance sessions (Royanto, 2012). In this study, MLS is the right choice to produce interventions based on their impact on student domination. Any theory or strategy involved with MLS can be used. Researchers likes Acar andAder (2017) used Peer Tutoring, Suriyon, Inprasitha andSangaroon (2013) applied Open Approach, Adnan and Arsad Bahri (2018) have chosen Guided Inquiry and Menz and Cindy Xin (2016) has been implemented Reflective Writing. Besides that, problem solving activities are prioritized and implemented by researchers such as Smith andMancy (2018), Du Toit andDu Toit (2013) and Tony Karnain et al. (2014). In fact, only one researcher, Hasbullah (2015) have modified and developed a problem solving activity called IDEAL for mathematics classroom intervention.
Implementation. In this phase, the researchers will test the feasibility of activities to be interventions. Usually researchers will simulate a certain period of time so that the effectiveness of the activity can be seen. In addition, the activities are carried out according to the suitability of time and condition. Some researchers  (2018) Excitement, being active, greater reduction of misconception 7 / 9 require a certain time to be given treatment for example choosing a particular student and describing the course of treatment for students (Daher, Anabousy, & Jabarin, 2018;Hasbullah, 2015;Menz & Cindy Xin, 2016;Smith & Mancy, 2018). While there is also the researcher practicing during a normal learning class for keep the naturally status in order to maintain and do not disturb the actual learning setting.
Evaluation. To see the effectiveness of activities and treatments, the researchers are still following the usual procedure of assessment by observing either the researcher himself or another party. Observation is done on behavior and actions during learning. In addition, document analysis is also conducted to assess and compare the implementation of interventions with conventional methods. So, evaluation is also an important stage and is a clear discussed by most researchers. The design of the experimental study is the main choice of measurement and evaluation. Comparison of student achievement was also carried out to see the effectiveness of interventions compared to conventional methods (References: Acar & Ader, 2017;Hasbullah, 2015;Menz & Cindy Xin, 2016;Suriyon, Inprasitha & Sangaroon, 2013).
In short, ID model steps are implemented to design and develop learning activities, especially in addressing learning issues. The aspect (step) is guided to form interventions. In this review, it is clear that the phase of analysis and evaluation is a most relevant phase in forming a mathematics classroom intervention. However, in order to obtain a best practices or intervention, the step of this ID model should be implemented as best as possible and should be followed thoroughly in line with the recommendations by Branch (2009) and Nadiyah and Faaizah (2015).

CONCLUSIONS
This finding demonstrates that it is very coherent and beneficial to form teaching approach by considering and giving priority to systematic operation. It may also be taken into account in producing a more innovative and interactive approach. The less-attention phases should be revisited and updated, however this is a proper process when the approach is implemented, weaknesses may arise and by restructuring with the teaching models such as the ADDIE Model, ASIE Model, ASSURE and so on, the shortcomings can be overcome as soon as improvements. This study also suggests that in generating IDs professionally or as a result of innovation, it is not the ADDIE, ASIE and ASSURE step to be a bulb, but it is only a suggestion to a more organized step by prioritizing the process chronology. In controlling the intervention approach, the model step is considered to be very appropriate and more practical when applied with Metacognitive Learning Strategies (MLS). At the time of design and development promising a strong foundation, during implementing the best of compliance with the terms of the intervention and when organizing, the impact will be more pronounced. Indeed, the impact on student performance and achievement has been answered through this review but the operational aspect is still not clear. So it is suitable for MLS to be content for design and development phase of instructional design for the purpose of mathematical learning intervention.
In this study, it can't be clearly described as a special form of intervention as an innovation as illustrated by the fact that this study only contributes to literature. Therefore, further studies are needed to ensure that this contribution is visible and there is continuity. The suggestions for further research are, creating a teaching by applying MLS based on the specific model likes ADDIE, ASSURE, Dick and Carey model or others. Try to combine with specific technology or web application elements. Make correlate the results of this study by focusing on other subjects or other fields of knowledge. Studying the inclination of the phase in the ID model which is more impactful to produce teaching innovation.

Author Contributions
M.A.A.B and N.I designed the study, prepared the original draft, provided editing, and contributed to writing the paper.

Funding
This research received no external funding

Disclosure statement
No potential conflict of interest was reported by the authors.