Lisda Fitriana Masitoh, Enggar Prasetyawan, Dadang Juandi, Darhim Darhim

Systematic literature review: relational thinking ability in mathematics

Introduction

Systematic literature review: relational thinking ability in mathematics. Systematic literature review (SLR) analyzing 30 studies on relational thinking ability in mathematics for elementary and high school (2016-2024). Explores research distribution, common topics like arithmetic, and key definitions to guide future research.

Abstract

Research on relational thinking has been widely conducted; however, no analysis of these studies has been carried out so far. This research aims to analyze the distribution of research related to relational thinking in mathematics at elementary and high school levels, which was conducted from 2016 to April 2024. This study employs the Systematic Literature Review (SLR) method, focusing on articles indexed in Scopus, ERIC, ScienceDirect, and Google Scholar. The results of the Systematic Literature Review (SLR) show that: (1) there were 30 studies on relational thinking ability in mathematics conducted; (2) eight studies were conducted abroad, while 22 were conducted in Indonesia; (3) arithmetic was the most common topic in research on relational thinking; (4) the majority of studies on relational thinking ability have been carried out at the junior high school level; (5) of the 30 articles, 14 are indexed in Sinta, 7 in Scopus, and 9 are indexed only in Google Scholar; (6) there are two definitions of relational thinking used by researchers. These findings serve as a basis for determining future research topics related to relational thinking ability.

Review

This systematic literature review addresses a pertinent gap in the educational research landscape by providing an overdue analysis of studies pertaining to relational thinking ability in mathematics. The authors assert that despite the prevalence of research in this domain, a comprehensive synthesis has been lacking. Covering a defined period from 2016 to April 2024, the study meticulously scopes its inquiry to research at elementary and high school levels, employing a robust Systematic Literature Review (SLR) methodology. The search strategy, encompassing major academic databases such as Scopus, ERIC, ScienceDirect, and Google Scholar, demonstrates a commitment to a thorough and wide-ranging examination of the existing literature. The findings presented in the abstract offer valuable insights into the current state and geographical distribution of research on relational thinking. The identification of 30 relevant studies provides a tangible baseline for the field, with a notable concentration (22 out of 30) of research originating from Indonesia, suggesting a strong regional interest in this topic. Furthermore, the review highlights specific pedagogical focuses, revealing arithmetic as the most frequently explored mathematical topic and junior high school as the predominant educational level for investigation. The authors also critically assess the publication landscape, noting the varied indexing of articles across Sinta, Scopus, and Google Scholar, which hints at differing levels of international visibility and accessibility for these studies. Crucially, the discovery of two distinct definitions of relational thinking among researchers underscores a potential need for greater conceptual clarity and harmonization within the field. While the abstract primarily focuses on the quantitative distribution of research, the findings lay a crucial foundation for advancing the understanding and study of relational thinking. The identified prevalence of research in arithmetic and junior high schools, alongside the geographical bias, signals potential areas of saturation or, conversely, under-researched domains (e.g., other mathematical topics, elementary or senior high levels, or diverse international contexts). The authors' explicit mention of differing definitions of relational thinking is a significant contribution, implying a potential for future research to critically examine these definitions, their theoretical underpinnings, and their operationalization in different studies. This SLR thus not only maps the existing terrain but also effectively signposts key avenues for future scholarly inquiry, fulfilling its stated aim of providing a basis for determining future research topics related to relational thinking ability.

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