Bagus Surya Maulana, Iwan Junaedi, Detalia Noriza Munahefi, Masrukan, Adi Nur Cahyono

Systematic Review: Kemampuan Representasi Matematika dalam Pendidikan Selama 2019-2024

Introduction

Systematic review: kemampuan representasi matematika dalam pendidikan selama 2019-2024 . Tinjauan sistematis (2019-2024) mengkaji kemampuan representasi matematika dalam pendidikan. Ungkap dampaknya pada kinerja akademik siswa, pemahaman, & kebutuhan riset lanjutan.

Abstract

Mathematical representation encompasses verbal, visual, and symbolic forms, allowing students to articulate and manipulate mathematical ideas effectively. The review indicates that students with strong representation abilities perform better academically, as these skills facilitate deeper comprehension and application of mathematical principles. A systematic review of mathematics representation ability in education during 2019-2024 in this study from 2019 to 2024, Data collection was carried out by reviewing or reviewing all articles on mathematics representation ability in education published in the period 2019-2024. The articles used in this study were 3 articles from Scopus, and 2 articles from Google Scholar from international and national journals with the help of Publish or Perish software and VOSViewer. The results of this literature review suggest that specific research needs to be conducted on how to improve mathematics representation abbility, the school levels tested, as well as their applicability in education.

Review

The article, titled "Systematic Review: Kemampuan Representasi Matematika dalam Pendidikan Selama 2019-2024," aims to systematically review the existing literature on mathematical representation ability in education between 2019 and 2024. The abstract effectively highlights the critical role of mathematical representation—encompassing verbal, visual, and symbolic forms—in fostering students' academic performance and deeper comprehension of mathematical principles. This study addresses a pertinent area within mathematics education, given that strong representation skills are foundational for articulating and manipulating complex mathematical ideas. The stated objective is to synthesize findings from the specified period to understand current trends and identify gaps. The methodological approach described involves a systematic review of articles published between 2019 and 2024, utilizing Publish or Perish and VOSViewer software for data collection and analysis. However, a significant concern arises from the reported number of articles included in the review: only three from Scopus and two from Google Scholar. This extremely limited sample size, totaling just five articles, severely undermines the integrity and robustness typically expected from a "systematic review." Such a small dataset is unlikely to provide a comprehensive or representative overview of a broad topic over a five-year period, regardless of the tools used. The methodology, as presented, appears insufficient to support the claims of a thorough systematic review, raising questions about the exhaustiveness of the search strategy or the criteria for article inclusion/exclusion. The results of this "literature review" suggest a need for further research focusing on methods to improve mathematical representation ability, the specific school levels tested, and the applicability of these findings in educational contexts. While these are valid areas for future inquiry, the conclusions drawn appear overly generalized and thinly supported given the very narrow evidentiary base. The abstract's findings seem to be more of a general observation on the field rather than a synthesis of the specific five articles. For this study to genuinely contribute, a substantial expansion of the literature search and a more rigorous inclusion process are essential. Without a broader and more diverse collection of primary studies, the current review risks providing an incomplete and potentially misleading picture of mathematics representation abilities in education during the specified timeframe.

Full Text

Comments

You need to be logged in to post a comment.