<![CDATA[This study aims to re-examine the relationship between metacognitive awareness and students’ number sense in Madrasah Ibtidaiyah (MI) on Bangka Island, Indonesia. Although previous studies in general education contexts have shown that higher metacognitive awareness supports stronger number sense, empirical evidence in Islamic elementary schools remains limited, particularly where mathematics instruction tends to emphasize procedural rather than reflective learning. Addressing this gap provides insights into how MI pedagogical characteristics influence students’ cognitive and metacognitive engagement in numeracy. This study employed a quantitative approach with a descriptive correlational design. Data were collected from 256 fifth-grade MI students using a number sense test and a teacher-reported metacognitive awareness questionnaire. The results showed that students’ number sense performance was generally low. Statistical analysis indicated no significant relationship between metacognitive awareness and number sense achievement (p = 0.459, R² = 0.002), suggesting that metacognitive awareness may not directly contribute to number sense development in the MI context. This finding implies that students’ metacognitive processes are not optimally activated during mathematics learning due to instructional practices that limit self-monitoring and strategic thinking. Therefore, mathematics instruction in madrasah settings should integrate explicit metacognitive strategy training, such as planning, self-questioning, and reflection, to strengthen both metacognitive awareness and number sense.]]>
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