Description of Mathematical Representation Ability Through HOTS-Oriented Learning Model: a Systematic Literature Review
DOI:
https://doi.org/10.15575/ja.v8i1.17915Keywords:
Mathematical Representation Abilities, HOTS-oriented Learning Model, SLRAbstract
Penelitian ini bertujuan untuk mendeskripsikan hasil deskripsi kemampuan representasi matematis melalui model pembelajaran berorientasi HOTS dari tahun publikasi, level indeks jurnal, jenjang pendidikan, banyak sampel, demografi, metode dan materi yang dibahas. Melalui metode Systematic Literature Review (SLR), penelitian ini didukung oleh beberapa referensi terdahulu mengenai analisis kemampuan representasi matematis dengan berbagai macam model pembelajaran pada kurun waktu 2016-2022. Artikel yang digunakan sebagai referensi adalah artikel yang telah terpublikasi dengan subjek penelitian jenjang pendidikan SD, SMP, SMA sederajat hingga Perguruan Tinggi. Berdasarkan hasil penelitian, didapatkan artikel relevan yang terpublikasi pada Google Scholar sebanyak 44 artikel kemampuan representasi matematis melalui 3 jenis model pembelajaran berorientasi HOTS. Tercatat bahwa artikel paling banyak adalah terindeks Sinta 4 dengan demografi tertinggi di Pulau Sumatera pada tahun 2019 serta metode kuantitatif adalah metode paling sering dijumpai. Jenjang pendidikan terbanyak adalah tingkat menengah pertama dengan sampel lebih dari sama dengan 30 siswa.
Â
Â
This study aims to describe the results of the description of mathematical representation abilities through the HOTS-oriented learning model from the year of publication, journal index level, education level, many samples, demographics, methods, and materials discussed. Through the Systematic Literature Review (SLR) method, this research is supported by several previous references regarding the analysis of mathematical representation abilities with various learning models in the 2016-2022 period. The articles used as references are articles that have been published with research subjects at elementary, junior high, high school, and university levels. Based on the results of the research, it was found that 44 relevant articles published on Google Scholar were mathematical representation abilities through 3 types of HOTS-oriented learning models. It was noted that most articles were indexed by Sinta 4 with the highest demographics on Sumatra Island in 2019 and the quantitative method was the most frequently encountered method. The highest education level is junior secondary level with a sample of more than 30 students.
References
Anggraeni, D., & Erviana, V. Y. (n.d.). Implementasi Hots Dalam Model Pembelajaran Problem Based Learning (PBL) Tema 2 Subtema 2 Kelas V SD Muhammadiyah Bantul Kota Yogyakarta. 1(1), 7.
Arifin, Z. (n.d.). Metodologi Penelitian Pendidikan. 5.
Bani, A. (2021). Peningkatan Kemampuan Representasi Matematis Siswa SMP 7 Kota Ternate Melalui Model Pembelajaran Problem Based Learning Pada Materi Teorema Pythagoras. 19, 10.
Farhan, M., & Retnawati, H. (2014). Keefektifan PBL Dan IBL Ditinjau dari Prestasi Belajar, Kemampuan Representasi Matematis, dan Motivasi Belajar. Jurnal Riset Pendidikan Matematika, 1(2), 227. https://doi.org/10.21831/jrpm.v1i2.2678
Fauziah, I., Maarif, S., & Pradipta, T. R. (2018). Peningkatan Kemampuan Komunikasi Matematis dan Self Regulated Learning Siswa Melalui Model Problem Based Learning (PBL). Jurnal Analisa, 4(2), 90–98. https://doi.org/10.15575/ja.v4i2.3916
Hapsari, B. P., & Munandar, D. R. (2019). Pengaruh Model Pembelajaran Discovery Learning Terhadap Kemampuan Representasi Matematis Peserta Didik. 11.
Jana, P., & Fahmawati, A. A. N. (2020). Model discovery learning untuk meningkatkan kemampuan pemecahan masalah. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(1), 213–220.
Juandi, D. (2021). Heterogeneity of problem-based learning outcomes for improving mathematical competence: A systematic literature review. Journal of Physics: Conference Series, 1722(1), 012108. https://doi.org/10.1088/1742-6596/1722/1/012108
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277.
Komala, E. (2017). Pembelajaran dengan Pendekatan Explicit Intruction dengan Teknik Scaffolding untuk Meningkatkan Kemampuan Representasi Matematis dan Self-Concept Siswa. Jurnal Analisa, 3(1), 85. https://doi.org/10.15575/ja.v3i1.1500
K.Y, K. B. & S.Th. (2020, July 11). Ini Perbedaan SD, SMP & SMA dari Karakter & Cara Mendidik. Perencana Keuangan Pertama Yang Tercatat OJK. https://www.finansialku.com/perbedaan-sd-smp-sma/
Mudzakir, H. S. (2006). Strategi pembelajaran Think-Talk-Write untuk meningkatkan kemampuan representasi Matematik Beragam siswa SMP. Disertasi UPI [Online].
Muhamad, N. (n.d.). Pengaruh Metode Discovery Learning untuk Meningkatkan Representasi Matematis dan Percaya Diri Siswa. 09(01), 14.
Mulyati, M. (2016). Peningkatan Kemampuan Pemahaman dan Representasi Matematis Siswa SMA Melalui Strategi Preview-Question-Read-Reflect-Recite-Review. Jurnal Analisa, 2(3), 36. https://doi.org/10.15575/ja.v2i3.1223
Nurfitriyanti, M. (2016). Model Pembelajaran Project Based Learning Terhadap Kemampuan Pemecahan Masalah Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(2). https://doi.org/10.30998/formatif.v6i2.950
Putri, R. S., Suryani, M., & Jufri, L. H. (2019). Pengaruh Penerapan Model Problem Based Learning terhadap Kemampuan Pemecahan Masalah Matematika Siswa. Mosharafa: Jurnal Pendidikan Matematika, 8(2), 331–340. https://doi.org/10.31980/mosharafa.v8i2.471
Rahmawati, L., & Juandi, D. (n.d.). Pembelajaran Matematika dengan Pendekatan Stem: Systematic Literature Review. 12.
Rijanto, T. (2013). Pengaruh Metode dan Ukuran Sampel Terhadap Variansi Skor Hasil Penyetaraan. Jurnal Penelitian dan Evaluasi Pendidikan, 16(1), 365–383. https://doi.org/10.21831/pep.v16i1.1122
Sabirin, M. (2014). Representasi dalam pembelajaran matematika. Jurnal Pendidikan Matematika, 1(2), 33–44.
Saputra, A. (2020). Pemanfaatan Science and Technology Index (SINTA) untuk Publikasi Karya Ilmiah dan Pencarian Jurnal Nasional Terakreditasi. Media Pustakawan, 27(1), 56–68.
Setyawan, D., & Putra, C. A. (2020). Pengaruh Logic-Mathematic Intelligence dan Cognitive Load Theory Terhadap Hasil Belajar Matematika. Jurnal Holistika, 4(2), 96–100.
Siregar, N. F., & Nasution, E. Y. P. (2019). Pembelajaran matematika berbasis higher order thinking skills. Curup Annual Conference on Math (CACM), 1(1), 21–26.
Surel, A. (2019). Novira Rahmadian Ma*, Mulyonob, Isnartoc. 2, 6.
Susanti, S., Duskri, M., & Rahmi, M. (2019). Peningkatan Kemampuan Representasi Matematis melalui Model Problem-Based Learning pada Siswa SMP/MTs. Suska Journal of Mathematics Education, 5(2), 77. https://doi.org/10.24014/sjme.v5i2.7357
Thovawira, F. A., Safitri, I., Supartik, S., Sitompul, N. N. S., & Anggriyani, I. (2021). Systematic Literature Review: Implementasi Pendekatan STEM (Manfaat dan Tantangan) di Indonesia. HISTOGRAM: Jurnal Pendidikan Matematika, 4(2). https://doi.org/10.31100/histogram.v4i2.682
Turmudi & Zakiya Aulia Ilma. (2021). Optimalisasi Kemampuan Representasi Matematis Siswa Melalui Project-Based Learninging Berbantuan Software Geogebra. 9, 18.
Widiastuti, A., & Silfiana, S. (2021). Dampak Pandemi Covid-19 Terhadap Pertumbuhan Ekonomi di Pulau Jawa. Jurnal Ekonomi-Qu, 11(1), 97. https://doi.org/10.35448/jequ.v11i1.11278
Wijaya, C. (2018). Kemampuan Representasi Matematis Siswa dalam Menyelesaikan Soal Lingkaran pada Kelas VII-B Mts Assyafi’iyah Gondang. Jurnal of Mathematics Education, 1, 15–124.
Downloads
Published
Issue
Section
License
Authors who publish in Jurnal Analisa agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
