Ajeng Meilani, Meiliasari

Systematic Literature Review: Kemampuan Pemecahan Masalah Matematis Peserta Didik dalam Pembelajaran Matematika

Introduction

Systematic literature review: kemampuan pemecahan masalah matematis peserta didik dalam pembelajaran matematika. Tinjauan literatur ini mengkaji kemampuan pemecahan masalah matematis siswa, indikatornya (Polya, Dewey) dan model pembelajaran (PBL, RME) untuk meningkatkannya dalam matematika.

Abstract

The ability to solve mathematical problems is essential for students to develop into quality individuals. This study aims to describe the definition, indicators, and ways to improve problem-solving skills in students. Systematic Literature Review (SLR) is the method applied in this article. There are 20 articles that have been reviewed, but only 12 articles in the last 5 years that match the criteria for study materials on students' skills in solving mathematical problems. The results of this article explain that 1) mathematical problem-solving ability is an ability that relies on students' intellectual abilities to be able to solve non-routine problems related to mathematics logically, carefully, critically, and in accordance with the stages that are in accordance with its rules; 2) indicators referred to in problem-solving ability come from Polya, Lynch and Wolcott, and John Dewey; and 3) how to strengthen problem-solving skills in mathematics by using appropriate learning models in this case are problem-based learning, creative-based learning, realistic mathematics education. In the continuation of the research, it is hoped that more theories can be found other than those referred to in this article from other researchers in the context of problem solving.

Review

This systematic literature review addresses a highly pertinent topic in mathematics education: students' mathematical problem-solving abilities. The abstract clearly articulates the study's objective to synthesize definitions, key indicators, and effective pedagogical approaches for enhancing these crucial skills. Given the widely acknowledged importance of problem-solving for developing critical thinking and intellectual capacity, a comprehensive review of existing literature, such as the one proposed, offers significant value to educators, curriculum developers, and researchers. The chosen Systematic Literature Review methodology is appropriate for achieving these aims by methodically aggregating and interpreting findings from prior studies. While the study establishes clear objectives and presents relevant findings, the abstract could benefit from greater detail regarding its methodological rigor. The mention of reviewing 20 articles and ultimately selecting 12 from the last five years raises questions about the comprehensiveness of the search strategy; specifics on databases, keywords, and the precise criteria for inclusion/exclusion beyond the publication date would strengthen confidence in the review's foundation. The identified outcomes – a robust definition of problem-solving, recognition of key theorists like Polya, and the recommendation of pedagogical models such as problem-based and realistic mathematics education – are valuable. However, a deeper discussion, even in abstract form, on *how* these specific models uniquely contribute to skill development, or the rationale behind their selection over other potentially relevant approaches, would enhance the findings' impact. In conclusion, this systematic literature review makes a valuable contribution by consolidating essential aspects of mathematical problem-solving abilities. The clear articulation of its findings provides practical guidance for improving student learning outcomes. To further strengthen future iterations or related research, it would be beneficial to broaden the search scope and elaborate on the theoretical underpinnings and empirical evidence supporting the identified learning models. The abstract's own suggestion for finding "more theories" in future research underscores the potential for a more expansive theoretical framework, which could yield a richer and more nuanced understanding of this complex and vital educational domain.

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