<![CDATA[Mathematics education that is of high quality does not only focus on the delivery of the material, but also on the effort to guide students to build understanding through active and independent thinking processes. One of the obstacles that often appears in this process is cognitive conflict, a condition in which students’ prior knowledge contradicts new information or concepts acquired during learning. This study aims to examine the potential of a metacognitive scaffolding approach using interactive video animations to address cognitive conflicts, particularly in the context of mathematics education. The study used the Systematic Literature Review method with a qualitative design. The population of the study includes all national and international scientific articles published from 2021 to 2026. A total of 15 articles were selected based on the following criteria: indexed in Scopus, SINTA, or DOAJ; discuss metacognitive scaffolding; and address video animation, interactive learning, and cognitive conflict in the context of education. Data were collected from Google Scholar, Research Rabbit, and Publish or Perish, and analyzed using Creswell’s six-stage procedure. The results of the study show that interactive video animations increase students’ conceptual understanding and learning motivation, while metacognitive scaffolding develops reflective thinking, mathematical literacy, and numeracy. The integration of both results in more optimal learning and helps students overcome cognitive conflicts by reconstructing their understanding independently.]]>
