Abstract
The study aimed to determine the mediating effect of metacognitive knowledge on the relationship between reflective thinking skills in problem-solving and mathematics anxiety among mathematics education students. The study was quantitative non-experimental research that utilized descriptive-correlational and mediation analyses. Using stratified random sampling, specifically proportional allocation for the sampling techniques and Slovin's formula with a 0.05 margin of error for the sample size, 96 randomly selected mathematics education students answered the surveys on the three variables. Mean, Pearson r, and Mediation Analysis using the Preacher and Hayes approach were used as statistical tools in the data analysis. Results showed that the level of reflective thinking skills in problem-solving and metacognitive knowledge is high. However, the level of mathematics anxiety is at a very low level. Results also revealed that the relationship between reflective thinking skills in problem-solving and mathematics anxiety, between reflective thinking skills in problem-solving and metacognitive knowledge, and between metacognitive knowledge and mathematics anxiety among mathematics education students have a significant relationship. The results revealed that metacognitive knowledge partially mediates the connection between reflective problem-solving skills and mathematics anxiety.
