Enhancing Metacognitive and Reflective Thinking through Web-Based Mathematics Learning Media: A Systematic Literature Review Aulyanissa Tsaqifa Maharshall, Hepsi Nindiasari, Novaliyosi
Universitas Sultan Ageng Tirtayasa
Abstract
The advancement of digital technology has encouraged the integration of web-based learning media to support higher-order thinking skills in mathematics education. However, studies examining how web-based mathematics learning media enhance both metacognitive and reflective thinking skills remain limited. This study aims to analyze research trends, technologies used, and the effectiveness of web-based mathematics learning media in improving students^ metacognitive and reflective thinking skills. This study employed a Systematic Literature Review (SLR) using the PRISMA framework. A total of 33 articles published between 2020 and 2026 were selected from reputable international and national journals. The analysis was conducted based on four research questions: characteristics of web-based learning media, learning strategies used, support for metacognitive skills, and support for reflective thinking skills. The findings indicate that web-based mathematics learning media increasingly integrate technologies such as Artificial Intelligence, Augmented Reality, Virtual Reality, Learning Management Systems, and interactive multimedia. These technologies support metacognitive skills through planning, monitoring, and evaluation processes. Additionally, reflective thinking skills are enhanced through reacting, comparing, and contemplating activities in digital learning environments. This study concludes that web-based mathematics learning media effectively support higher-order thinking skills, particularly metacognitive and reflective thinking.
