Abstract

Conclusion. The vocational case-based mathematics learning model effectively improves metacognitive awareness and mathematics achievement while making mathematics more contextual and meaningful for vocational students. By embedding mathematics in familiar vocational contexts, the model increases motivation and helps students recognize its relevance to their future careers.

Keywords: Metacognitive, achievement, mathematics, vocational, case

Adelabu, F. M. (2024). Perspectives of students on learning mathematics in technical and vocational education training. The International Journal of Adult, Community and Professional Learning. 32(1): 23-38. https://doi.org/10.18848/2328-6318/CGP/v32i01/23-38 

Age, T. J. (2025). Performance-based assessment: A transformative approach to enhancing mathematics learning in Ubuntu classrooms across Sub-Saharan Africa. European Journal of STEM Education, 10(1), 04. https://doi.org/10.20897/ejsteme/16420

Baraka, S. (2025). 17 jobs that involve mathematics (Plus duties and salaries). Updated June 9, 2025. https://www.indeed.com/career-advice/finding-a-job/jobs-involve-mathematics

Bonett, D., & Wright, T. (2014). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior. 36(1), 3–15. https://doi.org/10.1002/job.1960

Boonheang, W., & Cojorn, K. (2025). Fostering analytical thinking through constructivist and case-based learning: A study of vocational students. Journal of Practical Studies in Education. 6(3), 81–89. https://doi.org/10.46809/jpse.v6i3.109

Buabeng-Andoh, C. (2019). Students’ attitudes toward mathematics in vocational education: From perspectives of a developing country. International Journal of Scientific and Technology Research, 8(7), 43-49.

Burton, D. M. (2011). The history of mathematics: An introduction. New York: McGraw-Hill.

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally & Company.

Cantoia, M., Colombo, B., Gaggioli, A., & Girani De Marco, B. (2012). Metacognition 2012. Proceedings of the fifth biennial meeting of the EARLI Special Interest Group 16 Metacognition. Milano: EDUCatt. https://hdl.handle.net/10281/44036

Chytry, V. & Kubiatko, M. (2021). Pupils’ summative assessments in mathematics are dependent on selected factors. EURASIA Journal of Mathematics, Science and Technology Education, 17(8), 1–11. https://doi.org/10.29333/ejmste/11112

Das, S., Das, A., Rai, P., & Kumar, N. (2021). Case-based learning: Modern teaching tool meant for the present curriculum: A behavioral analysis from the faculty’s perspective. Journal of Education and Health Promotion, 10(1), 372. https://doi.org/10.4103/jehp.jehp_1265_20

Dawson, T. L. (2008). Metacognition and learning in adulthood. Prepared in response to tasking from ODNI/CHCO/IC Leadership Development Office. Developmental Testing Service, LLC.

Denny, M., O'Sullivan, K., & Denieffe, S. (2022). Non-equivalent control group pretest-posttest design in social and behavioural research in education: Main considerations. In the Cambridge Handbook of Research Methods and Statistics for the Social and Behavioral Sciences. Cambridge: University Press.

Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34(5), 435–447. https://doi.org/10.1177/002221940103400505

Doudin, P.-A. dan Nicolas Meilan. (2012). Does teachers’ training have an impact on metacognitive conceptionsand practice of teachers?. Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition,  September 5-8, 2012, www.metacognition2012.it/Metacognition_2012.pdf.  

Embodo, E. J. (2024). Enhancing students' metacognitive skills through problem-solving strategies in teaching mathematics. The International Journal of Engineering and Science, 8(9), 88–91. https://philpapers.org/rec/EMBESM

Ergen,  B.,  &  Kanadli,  S.  (2017).  The effect of self-regulated learning strategies on academic achievement:  A  meta-analysis study.  Eurasian Journal of Educational Research, 17(69), 55–74. https://eric.ed.gov/?id=EJ1148778

Erskine, D. L. (2009). Effect of prompted reflection and metacognitive skill instruction on university freshmen's use of metacognition (Unpublished doctoral dissertation). Brigham Young University, Provo.

Faradiba, S. S., Alifiani, A., & Hasana, S. N. (2022). Metacognitive myopia: Bentuk khusus kebutaan metakognitif dalam konteks perkuliahan daring di era pandemi. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(1), 375-385. https://doi.org/10.31004/cendekia.v6i1.1117

Farkacová, L., Králová, M., & Zelendová, E. (2024). Math anxiety, skills, and work-related competencies: A study on Czech university students. Mathematics Teaching Research Journal, 15(6), 20-38. https://eric.ed.gov/?id=EJ1417762

Fortunato, I., Hecht, D., Tittle, C. K., & Alvarez, L. (1991). Metacognition and problem solving. The Arithmetic Teacher, 39(4), 38–40. https://doi.org/10.5951/AT.39.4.0038

Herreid, C. F. (2007). Start with a story: The case study method of teaching college science. NSTA Press.

Ishak, M., Oderinde, I., & Ahmad, S. (2025). The role of metacognitive strategies in enhancing learning outcomes and educational efficiency: A systematic review of quantitative, qualitative, and mixed-method studies. International Journal of Academic Research in Business and Social Sciences, 15(4), 81–101. https://doi.org/10.6007/ijarbss/v15-i4/24964

Jalil, P. A., & Khalil, Z. I. Q. (2009). Improving the cognitive and meta-cognitive skills of the students in view of the educational practices in the Gulf region. Journal of Turkish Science Education, 6(3), 3–12. https://tused.org/index.php/tused/article/view/120

Joyce, B., & Weil, M. (1986). Models of teaching. Third Edition. Massachusetts: Allyn and Bacon.

Kalia, P., & Saini, S. (2020). Enhancing metacognitive skillfulness of adolescents. Asian J. Home Sci., 15(1), 38–43. https://doi.org/10.15740/HAS/AJHS/15.1/38-43

Kellar, M., MacKay, B., Zhang, R., Watters, C., Kaufman, D., & Borwein, J. M. (2005). Dynamic composition of math lessons. Educational Technology & Society, 6(4), 100–111. https://www.jstor.org/stable/jeductechsoci.6.4.100

Kwang, T. S. (2000). The effect of metacognitive training on the mathematical word problem solving of Singapore 11-12 year olds in a computer environment (Doctoral dissertation, University of Leeds).

Lawshe, C. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. http://dx.doi.org/10.1111/j.1744-6570. 1975.tb01393.x

Maruyama, S., Hirose, T., Miyamoto, R., Mashida, Y., Fukahori, H., & Bontje, P. (2024). The influence of case-based learning on clinical reasoning of new graduate occupational therapists. Journal of Occupational Therapy Education, 8(4), 12. https://doi.org/10.26681/jote.2024.080412

Mata, M. D. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, 2012(1), 1–10. https://doi.org/10.1155/2012/876028

McLean, S. F. (2016). Case-based learning and its application in medical and health-care fields: A review of worldwide literature. Journal of Medical Education and Curricular Development, 3. https://doi.org/10.4137/JMECD.S20377

Munroe, L. (2015). The open-ended approach framework. European Journal of Educational Research, 4(3), 97–104. https://doi.org/10.12973/eu-jer.4.3.97

Nool, N. R. (2012). Exploring the metacognitive processes of prospective mathematics teachers during problem solving. International Proceedings of Economics Development and Research, 30, 302-306.

OECD. (2019). PISA 2018 assessment and analytical framework, PISA, OECD Publishing, Paris. https://doi.org/10.1787/b25efab8-en

Osika, A., MacMahon, S., Lodge, J. M., & Carroll, A. (2022). Contextual learning: Linking learning to the real world. Times Higher Education. https://www.timeshighereducation.com/campus/contextual-learning-linking-learning-real-world

Perez, A., Howey, M., Green, J. L., Nóbrega, M. T. C., Kebbe, M., Amin, M., von Bergmann, H., & Ganatra, S. (2023). Multiple cases in case‐based learning: A qualitative description study. European Journal of Dental Education, 27(4), 1067–1076. https://doi.org/10.1111/eje.12900

Riwayatiningsih, R., Rukmini, D., Yuliasri, I., & Pratama, H. (2022). Unpacking students’ metacognitive experiences in a writing course: The effects of strategy instruction. In International Conference on Science, Education and Technology 2022 (pp. 1044-1050). Program Studi Pendidikan Bahasa Inggris Universitas Negeri Semarang.

Salminen, M. (2024). The importance of contextual learning in 2024. Digital Adoption, Training, Virtual Learning. January 25th, 2024. https://www.clicklearn.com/blog/the-importance-of-contextual-learning

Salsabila, E., Rahayu, W., & Sampoerno, P. D. (2020). Performance assessment to measure students’ mathematical proving ability based on the abductive-deductive approach. KnE Social Sciences, 4(14), 343–354. https://doi.org/10.18502/kss.v4i14.7892

Samsonovich, A. V., Kitsantas, A., Dabbagh, N., & De Jong, K. A. (2008). Self-awareness as metacognition about one's own self-concept. In Metareasoning: Thinking About Thinking. Papers from the 2008 AAAI workshop. AAAI technical report (Vol. 8, p. 07). https://cdn.aaai.org/Workshops/2008/WS-08-07/WS08-07-025.pdf

Santos, C. A., Souto, I., Benedicto, B., Barbosa, B., Filipe, S., Costa, F., ... & Rodrigues, C. (2021). Mathematics in vocational education and training: A strength or a weakness?. In ICERI2021 Proceedings (pp. 3040–3048). IATED. https://doi.org/10.21125/iceri.2021.0757

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033

Sharma, P. (2021). Importance and application of mathematics in everyday life. International Journal for Research in Applied Science and Engineering Technology, 9(11), 868–879. https://doi.org/10.22214/ijraset.2021.38869

Shen, C. Y., & Liu, H. C. (2011). Metacognitive skills development: A web-based approach in higher education. Turkish Online Journal of Educational Technology-TOJET, 10(2), 140–150. https://eric.ed.gov/?id=EJ932234

Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683-696. https://doi.org/10.1007/s12564-020-09658-6

Srinivasan, M., Wilkes, M., Stevenson, F., Nguyen, T., & Slavin, S. (2007). Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions. Academic medicine, 82(1), 74–82. https://doi.org/10.1097/01.ACM.0000249963.93776.aa

Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), 1–7. https://doi.org/10.1187/cbe.20-12-0289

Sumadyo, M., Santoso, H. B., Sensuse, D. I., & Suhartanto, H. (2021). Metacognitive aspects influencing help-seeking behavior on collaborative online learning environment: A systematic literature review. Journal of Educators Online, 18(3), n3. https://eric.ed.gov/?id=EJ1320666

Tegginamani, A. S., & Vanishree, H. S. (2024). The benefits and limits of case-based learning (CBL): A concise review. Journal of Multidisciplinary Dental Research, 10(2), 74–80. https://doi.org/10.38138/JMDR/v10i2.26

Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and learning, 17(1), 167–190. https://doi.org/10.1007/s11409-021-09278-4

Thiering, J., McLeod, J., & Hatherly, S. (1992). Teaching vocational mathematics. Adelaide: National Centre for Vocational Education Research Ltd.

Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., Purkis, J., & Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical Teacher, 34(6), e421-e444. https://doi.org/10.3109/0142159X.2012.680939

Tsekhmister, Y. (2023). Effectiveness of case-based learning in medical and pharmacy education: A meta-analysis. Electronic Journal of General Medicine, 20(5), 1–9. https://doi.org/10.29333/ejgm/13315

Wahba, F. A. A., Tabieh, A. A., & Banat, S. Y. (2022). The power of STEAM activities in enhancing students' metacognitive awareness of mathematics at the primary stage. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), em2185. https://doi.org/10.29333/ejmste/12562

Yanmei, D. (2022). Using mathematics culture to explore math teaching in higher vocational education. Advances in Vocational and Technical Education, 4(1), 23–27. https://dx.doi.org/10.23977/avte.2022.040105

Yea, B., & Kaci, R. (2023). Effect of High School Math Skills on the Types of Professions. Journal of Student Research, 12(3). https://doi.org/10.47611/jsrhs.v12i3.5110

Yeo, J. B. (2017). Development of a framework to characterise the openness of mathematical tasks. International Journal of Science and Mathematics Education, 15(1), 175–191. https://doi.org/10.1007/s10763-015-9675-9

Zhang, D., & Zhang, L. J. (2019). Metacognition and self-regulated learning (SRL) in second/foreign language teaching. In: Gao, X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-58542-0_47-1