Studi Literatur: Strategi Pembelajaran untuk Meningkatkan Kemampuan Penalaran Matematis Peserta Didik
Keywords:
Strategi pembelajaran, Penalaran matematis, Studi literaturAbstract
Kemampuan penalaran matematis merupakan kompetensi kunci yang harus dikembangkan dalam pembelajaran matematika abad ke-21. Namun, hasil studi internasional seperti PISA menunjukkan bahwa penalaran matematis siswa Indonesia masih tergolong rendah, sebagian besar disebabkan oleh pendekatan pembelajaran yang berfokus pada hafalan rumus, bukan pemahaman konsep. Penelitian ini bertujuan untuk mengkaji secara sistematis strategi pembelajaran yang efektif dalam meningkatkan kemampuan penalaran matematis siswa sekolah menengah. Metode yang digunakan adalah studi literatur terhadap 15 artikel ilmiah terpilih dalam lima tahun terakhir. Hasil kajian mengidentifikasi tujuh strategi utama yang terbukti efektif: Problem-Based Learning, Discovery Learning, SSCS, CORE, pendekatan metakognitif, Argument-Driven Inquiry (ADI), dan pembelajaran berbasis teknologi digital. Ketujuh strategi tersebut mendorong keterlibatan aktif, refleksi, argumentasi, serta pemahaman konseptual siswa dalam menyusun dugaan, membuktikan, dan memodelkan ide matematis. Kajian ini tidak hanya menyajikan sintesis teoretis, tetapi juga memberikan panduan praktis bagi guru dalam memilih pendekatan pembelajaran yang sesuai dengan karakteristik dan kebutuhan peserta didik. Hasil penelitian ini diharapkan menjadi acuan dalam pengembangan pembelajaran berbasis nalar kritis yang berkelanjutan.
Abstract
Mathematical reasoning ability is a key competency that must be developed in 21st-century mathematics learning. However, results from international studies such as the PISA (Planning for Student Assessment) indicate that Indonesian students' mathematical reasoning skills remain low, largely due to learning approaches that focus on memorizing formulas rather than understanding concepts. This study aims to systematically examine effective learning strategies for improving secondary school students' mathematical reasoning skills. The method used was a literature review of 15 selected scientific articles from the past five years. The study identified seven key strategies proven effective: Problem-Based Learning, Discovery Learning, SSCS, CORE, metacognitive approaches, Argument-Driven Inquiry (ADI), and digital technology-based learning. These seven strategies encourage active engagement, reflection, argumentation, and conceptual understanding in students' formulation of conjectures, proving, and modeling mathematical ideas. This study not only presents a theoretical synthesis but also provides practical guidance for teachers in selecting learning approaches that suit the characteristics and needs of students. The results of this study are expected to serve as a reference in the development of sustainable critical reasoning-based learning.
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