Fadhila Eka Putri

Desain Berpikir: Pengaruh Penggunaan Model Pengajaran Berbasis Pemecahan Masalah Pada Pendidikan Inklusif

Introduction

Desain berpikir: pengaruh penggunaan model pengajaran berbasis pemecahan masalah pada pendidikan inklusif. Telusuri pengaruh model pengajaran berbasis pemecahan masalah pada pendidikan inklusif melalui analisis bibliometrik. Pahami tren penelitian & arah kebijakan pendidikan.

Abstract

Problem solving is a process that involves mental operations such as deduction, induction, classification, evaluation, and reasoning. This study aims to capture the landscape of problem solving research, particularly in secondary schools. The method used is bibliometric descriptive analysis. The source of the data obtained came from the Scopus database. 100 relevant documents were found, indicating the increasing but still limited interest of researchers in problem-solving skills in inclusive education. This research aims to direct future research and support the development of responsive and inclusive education policies.

Review

The submitted work, titled "Desain Berpikir: Pengaruh Penggunaan Model Pengajaran Berbasis Pemecahan Masalah Pada Pendidikan Inklusif," presents an abstract outlining a study focused on problem-solving in inclusive education. The topic itself is highly relevant and timely, given the increasing emphasis on developing critical thinking skills and supporting diverse learners within educational settings. The abstract posits that the study aims to map the landscape of problem-solving research, particularly within secondary schools, utilizing a bibliometric descriptive analysis of 100 documents from the Scopus database. This approach promises to offer valuable insights into existing research trends and identify gaps for future exploration. However, a significant discrepancy exists between the title and the abstract that requires immediate clarification. The title, "The Influence of the Use of Problem-Solving-Based Teaching Models in Inclusive Education," strongly suggests an empirical study investigating the *impact* or *effect* of a specific teaching intervention. In contrast, the abstract clearly describes a *bibliometric review* aimed at *capturing the landscape* of research on problem-solving. This fundamental difference in methodology and research question needs to be reconciled. If the study is indeed a bibliometric analysis, the title should accurately reflect this, perhaps by rephrasing it to indicate a review or mapping of research on the topic rather than an investigation into an influence or effect. Assuming the abstract accurately reflects the study's content as a bibliometric analysis, the research has the potential to make a valuable contribution by systematically identifying trends, key authors, seminal works, and thematic clusters within the field of problem-solving in inclusive education. The stated goal of directing future research and informing inclusive education policies is commendable. To enhance clarity and impact, the authors should ensure consistent terminology throughout the paper regarding "secondary schools" versus the broader "inclusive education," and explicitly state how the bibliometric findings will be translated into concrete recommendations for policy or practice. Addressing the title-abstract misalignment is paramount to accurately represent the research and ensure it reaches the appropriate audience.

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