Tuti Hartati, Sumanang Muhtar Gozali

Systematic literature review: students' adaptive reasoning in mathematics learning

Introduction

Systematic literature review: students' adaptive reasoning in mathematics learning. Explore research trends (2015-2024) in students' adaptive reasoning in mathematics learning via SLR. Discover effective teaching strategies, including collaborative problem-solving, to enhance student abilities.

Abstract

This study aims to examine trends in research methods used in articles related to students' adaptive reasoning abilities in mathematics learning from 2015 to 2024 and to describe the improvement of students' adaptive reasoning abilities. The method employed was a Systematic Literature Review (SLR) involving the identification, selection, evaluation, and data analysis of relevant articles. The reviewed articles were selected based on their relevance to students' adaptive reasoning, were published between 2015 and 2024, were sourced from Google Scholar, focused on junior high to senior/vocational high school levels, and were indexed in Sinta 1 to 3. Irrelevant articles published before 2015, not obtained from Google Scholar, outside the specified education levels, or published in proceedings and journals below Sinta 3 were excluded. Students' abilities increase by up to 82.7% with the use of Collaborative problem-solving-based tools and are very effective in improving students' adaptive reasoning abilities. This study emphasizes the importance of implementing innovative and adaptive teaching methods while considering individual student factors to enhance adaptive reasoning abilities in mathematics learning. These findings are expected to serve as a reference for educators in designing more effective teaching strategies.

Review

This systematic literature review effectively addresses a crucial area in mathematics education: students' adaptive reasoning abilities. The study clearly outlines its dual objectives: to identify trends in research methodologies over the last decade (2015-2024) and to synthesize findings regarding the enhancement of adaptive reasoning. The methodological approach, as described, appears robust for an SLR, detailing a structured process of article identification, selection, evaluation, and data analysis. The explicit inclusion and exclusion criteria, specifying publication dates, source database (Google Scholar), indexing quality (Sinta 1-3), and educational levels (junior high to vocational high), demonstrate a methodical attempt to define and manage the scope of the literature search. A key strength evident in the abstract is the prominent finding regarding the efficacy of "Collaborative problem-solving-based tools," which are reported to increase students' adaptive reasoning abilities by a substantial 82.7%. This specific, quantifiable outcome provides a compelling insight into effective pedagogical strategies. The emphasis on the importance of innovative and adaptive teaching methods, alongside a consideration of individual student factors, underscores the practical implications of the review. These findings are framed as a valuable resource for educators, offering concrete direction for designing more impactful teaching strategies, which is a significant contribution to educational practice. While the review offers valuable insights, a potential area for consideration could be the exclusive reliance on Google Scholar as the sole database for article retrieval. While comprehensive, integrating other academic databases (e.g., Scopus, Web of Science, ERIC) might broaden the scope and reduce potential selection bias, ensuring a more exhaustive representation of the relevant literature. Furthermore, while the effectiveness of "Collaborative problem-solving-based tools" is clearly stated, a brief mention of the *types* of tools or the underlying *mechanisms* contributing to such a high improvement would enrich the practical guidance. Nevertheless, this SLR provides a timely and relevant synthesis of research, offering actionable insights for enhancing adaptive reasoning in mathematics learning.

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