Integration of Intrapersonal Intelligence and Reflective Learning to Improve Mathematical Problem-Solving Skills
Keywords:
Intrapersonal Intelligence, Reflective Learning, Problem Solving
Abstract
The ability to solve mathematical problems is a fundamental competency that reflects students’ higher-order thinking and metacognitive awareness. This study aims to enhance students’ mathematical problem-solving skills through the integration of intrapersonal intelligence and reflective learning. The integration is based on the premise that intrapersonal intelligence—students’ capacity for self-awareness, self-regulation, and reflection plays a crucial role in managing cognitive and emotional processes during problem solving. Reflective learning, in turn, provides structured opportunities for students to analyze their thought processes, evaluate strategies, and construct new understanding from experience. The research employed a quasi-experimental design involving students of mathematics education, with learning interventions that combined reflective journal writing, guided self-assessment, and metacognitive questioning strategies. Data were collected through problem-solving tests, observation sheets, and student reflection logs. The results indicate a significant improvement in students’ ability to identify problems, plan and implement solution strategies, and evaluate outcomes. Students also demonstrated greater self-regulation, confidence, and persistence when dealing with complex mathematical tasks. The findings suggest that integrating intrapersonal intelligence and reflective learning effectively fosters deeper understanding, critical thinking, and self-directed learning, which are essential components in developing mathematical problem-solving competence.
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Toikka, S., Eronen, L., Atjonen, P., & Havu-Nuutinen, S. (2024). Combined conceptualisations of metacognitive knowledge to understand students’ mathematical problem-solving. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2357901
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Vessonen, T., Hellstrand, H., Kurkela, M., Aunio, P., & Laine, A. (2025). The effectiveness of mathematical word problem-solving interventions among elementary schoolers: A systematic review and meta-analysis. International Journal of Educational Research, 132. https://doi.org/10.1016/j.ijer.2025.102642
Villanueva, J. M. (2022). Language profile, metacognitive reading strategies, and reading comprehension performance among college students. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2061683
Zachariades, T., Sakonidis, C., & Zoitsakos, S. (2025). The impact of advanced mathematics in teaching school mathematics through secondary teachers’ reflections on students’ reasoning. Journal of Mathematical Behavior, 80. https://doi.org/10.1016/j.jmathb.2025.101277
Amalina, I. K., & Vidákovich, T. (2023). Development and differences in mathematical problem-solving skills: A cross-sectional study of differences in demographic backgrounds. Heliyon, 9(5). https://doi.org/10.1016/j.heliyon.2023.e16366
An, Y.-J., & Cao, L. (2014). Examining the Effects of Metacognitive Scaffolding on Students’ Design Problem Solving and Metacognitive Skills in an Online Environment. In MERLOT Journal of Online Learning and Teaching (Vol. 10, Issue 4).
Arteaga-Checa, M., Manzano-Sánchez, D., & Belando-Pedreño, N. (2023). “Know Yourself” Intervention Program for the Development of Intrapersonal Intelligence in University Students. Sustainability (Switzerland), 15(20). https://doi.org/10.3390/su152014802
Bui, T. H., & Johnson, N. F. (2024). Self-regulation and metacognition in a flipped classroom: EFL students’ perspectives at a Vietnamese university. In Issues in Educational Research (Vol. 34, Issue 1).
Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42(1), 462–473. https://doi.org/10.1016/j.system.2013.12.020
Deibl, I., Zumbach, J., & Fleischer, T. (2023). Visualization and metacognitive scaffolding in learning from animations. Social Sciences and Humanities Open, 8(1). https://doi.org/10.1016/j.ssaho.2023.100601
Gasong, D., & Toding, A. (2020). Effectiveness of humanistic learning models on intra and interpersonal intelligence. Utopia y Praxis Latinoamericana, 25(Extra 6), 491–500. https://doi.org/10.5281/zenodo.3987667
Hartmann, L. M., Schukajlow, S., Niss, M., & Jankvist, U. T. (2024). Preservice teachers’ metacognitive process variables in modeling-related problem posing. Journal of Mathematical Behavior, 76. https://doi.org/10.1016/j.jmathb.2024.101195
He, E., Ye, X., & Zhang, W. (2023). The effect of parenting styles on adolescent bullying behaviours in China: The mechanism of interpersonal intelligence and intrapersonal intelligence. Heliyon, 9(4). https://doi.org/10.1016/j.heliyon.2023.e15299
He, S., & Xin, Y. P. (2025). Design knowledge scaffolds to facilitate students’ probabilistic thinking skills for solving classical probability problems: An exploratory study. Thinking Skills and Creativity, 58. https://doi.org/10.1016/j.tsc.2025.101928
Hoorfar, H., & Taleb, Z. (2015). Correlation Between Mathematics Anxiety with Metacognitive Knowledge. Procedia - Social and Behavioral Sciences, 182, 737–741. https://doi.org/10.1016/j.sbspro.2015.04.822
Idris Effendi, M., & Elmunsyah, H. (2024). Peran Technological Pedagogical Content Knowledge (TPACK) terhadap Ketercapaian 4C Skills (Critical Thinking, Creative Thinking, Collaboration, and Communication) Siswa SMK. https://jurnaldidaktika.org
Jin, H. Y., & Cutumisu, M. (2024). Cognitive, interpersonal, and intrapersonal deeper learning domains: A systematic review of computational thinking. Education and Information Technologies, 29(17), 22723–22756. https://doi.org/10.1007/s10639-024-12744-6
Lyndgaard, S. F., & Kanfer, R. (2024). Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21st century learning management. Journal of the Learning Sciences, 33(1), 175–211. https://doi.org/10.1080/10508406.2024.2303777
Maslihah, S., Waluya, S. B., Rochmad, Kartono, Karomah, N., & Iqbal, K. (2021). Increasing mathematical literacy ability and learning independence through problem-based learning model with realistic mathematic education approach. Journal of Physics: Conference Series, 1918(4). https://doi.org/10.1088/1742-6596/1918/4/042123
Menekse, M., Putra, A. S., Kim, J., Butt, A. A., McDaniel, M., Davidesco, I., Cadieux, M., Kim, J., & Litman, D. (2025). Enhancing student reflections with natural language processing based scaffolding: A quasi-experimental study in a large lecture course. Computers and Education: Artificial Intelligence, 8, 100397. https://doi.org/10.1016/j.caeai.2025.100397
Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
Mulbar, U., & Assagaf, S. F. (2019). The Influences of Intrapersonal Intelligence and Interpersonal Intelligence towards Students’ Mathematics Learning Outcomes.
Nguyen, H. T. M., Nguyen, H. T. T., Gilanyi, L., Hoang, T. H., & Gao, X. (2025). Content Language Integrated Learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging. Learning and Instruction, 97. https://doi.org/10.1016/j.learninstruc.2025.102085
Okwuduba, E. N., Nwosu, K. C., Okigbo, E. C., Samuel, N. N., & Achugbu, C. (2021). Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students. Heliyon, 7(3). https://doi.org/10.1016/j.heliyon.2021.e06611
Rahman, A., & Jumriani. (2023). SPATIAL ABILITY IN SOLVING GEOMETRY PROBLEMS (Vol. 1, Issue 2).
Sappaile, B. I., Nisak, S. K., Afandi, A., Anshoriyah, S., & Mardiati, M. (2024). Enhancing Critical Thinking Skills in Mathematics Education: Integrating Problem-Based Learning in Seconday Schools. International Journal of Educational Research Excellence (IJERE), 3(2), 731–737. https://doi.org/10.55299/ijere.v3i2.1085
Stern, M., & Hertel, S. (2022). Relationship between maternal scaffolding and preschooler’s metacognitive strategies in a problem-solving situation. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2022.101631
Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315. https://doi.org/10.1016/j.kjss.2016.06.001
Toikka, S., Eronen, L., Atjonen, P., & Havu-Nuutinen, S. (2024). Combined conceptualisations of metacognitive knowledge to understand students’ mathematical problem-solving. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2357901
Trusz, S. (2020). Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors. Social Psychology of Education, 23(3), 615–639. https://doi.org/10.1007/s11218-020-09551-5
Vessonen, T., Hellstrand, H., Kurkela, M., Aunio, P., & Laine, A. (2025). The effectiveness of mathematical word problem-solving interventions among elementary schoolers: A systematic review and meta-analysis. International Journal of Educational Research, 132. https://doi.org/10.1016/j.ijer.2025.102642
Villanueva, J. M. (2022). Language profile, metacognitive reading strategies, and reading comprehension performance among college students. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2061683
Zachariades, T., Sakonidis, C., & Zoitsakos, S. (2025). The impact of advanced mathematics in teaching school mathematics through secondary teachers’ reflections on students’ reasoning. Journal of Mathematical Behavior, 80. https://doi.org/10.1016/j.jmathb.2025.101277
Published
2025-11-18
How to Cite
Nasir, N., & Liani, A. M. (2025). Integration of Intrapersonal Intelligence and Reflective Learning to Improve Mathematical Problem-Solving Skills. International Journal of Education, Vocational and Social Science , 4(04), 992-1008. https://doi.org/10.63922/ijevss.v4i04.2497
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
