Citra Nurani Putri, Meiliasari

Pengaruh Model Creative Problem Solving Pada Pembelajaran Matematika : Systematic Literature Review

Introduction

Pengaruh model creative problem solving pada pembelajaran matematika : systematic literature review. Kaji pengaruh model Creative Problem Solving (CPS) pada pembelajaran matematika melalui Systematic Literature Review. Terbukti efektif tingkatkan kreativitas, berpikir kritis, dan prestasi belajar siswa. Termasuk peran guru dan rekomendasi.

Abstract

Penelitian ini dilakukan untuk mengkaji penggunaan model pembelajaran Creative Problem Solving (CPS) dalam pembelajaran matematika dengan menggunakan pendekatan Systematic Literature Review (SLR). Proses penelitian meliputi identifikasi, seleksi, dan analisis 15 artikel yang memenuhi kriteria inklusi, yaitu artikel peer-review yang dipublikasikan dalam 10 tahun terakhir dan mengkaji pengaruh model CPS dalam pembelajaran matematika. Analisis menyoroti prosedur penerapan CPS yang beragam, mulai dari empat hingga enam tahapan, dengan fokus pada kolaborasi aktif antara siswa dan guru dalam pemecahan masalah matematika. Hasil penelitian mengungkapkan bahwa model CPS terbukti efektif dalam meningkatkan kreativitas dan kemampuan berpikir kritis siswa, sekaligus meningkatkan prestasi belajar matematika. Penelitian ini memberikan wawasan komprehensif mengenai peran guru sebagai fasilitator dan siswa sebagai peserta aktif yang dikembangkan melalui tahapan CPS. Rekomendasi bagi penelitian selanjutnya dan pengembangan praktik pendidikan juga disajikan untuk meningkatkan efektivitas pembelajaran CPS di kelas.

Review

This systematic literature review offers a timely and relevant examination of the Creative Problem Solving (CPS) model within mathematics education. The authors have employed a rigorous Systematic Literature Review (SLR) methodology, meticulously identifying, selecting, and analyzing 15 peer-reviewed articles from the past decade. The review successfully highlights the diverse procedural applications of CPS, ranging from four to six stages, consistently emphasizing active collaboration in mathematics problem-solving. Overall, the paper convincingly demonstrates that CPS is an effective pedagogical approach, significantly enhancing students' creativity, critical thinking abilities, and ultimately, their mathematical learning achievement. A key strength of this review lies in its comprehensive synthesis of existing literature, providing valuable insights into the practical implementation of CPS. By consolidating findings across multiple studies, the paper clearly articulates the evolving roles of both teachers as facilitators and students as active participants, which are integral to the success of the CPS model. The focus on how CPS cultivates essential 21st-century skills such as creativity and critical thinking, alongside improved academic performance, underscores the multifaceted benefits of this instructional strategy. This makes the review a robust resource for educators and researchers aiming to deepen their understanding of effective mathematics pedagogy. While the review provides a strong foundation, future work could benefit from a more detailed discussion regarding the specific contexts or mathematical domains where CPS proves most effective, given the synthesis of findings from 15 articles. It would also be beneficial for the authors' recommendations for future research and practice to elaborate further on how the observed "diverse procedures" of CPS might be optimized or tailored for different learning environments or student needs. Nevertheless, this systematic review offers compelling evidence for the positive impact of Creative Problem Solving in mathematics learning and provides a solid basis for continued research and pedagogical innovation in this field.

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