A Systematic Analysis of Effective Math Trail Characteristics in Mathematics Learning: A Literature Review
DOI:
https://doi.org/10.31980/mosharafa.v14i3.3314Keywords:
efektif, karakterisitk, math trail, PMRI, SLR, Effective, Charateristics, Math trailAbstract
Math trails dan pembelajaran di luar ruangan menawarkan matematika dengan konteks, namun karakteristik efektifnya belum dibahas. Systematic Literature Review mensintesis efektifitas dan dukungan digital. Menggunakan PRISMA, jurnal yang terindeks Scopus (2019–2025) kata “math trails” dan “outdoor learning”, menghasilkan 312 artikel dan 50 artikel yang memenuhi kriteria inklusi. Analisis deskriptif dan tematik menjawab tiga pertanyaan. Efektivitas sejalan dengan desain tugas yang kontekstual, terstruktur, dan kolaboratif; dukungan digital yang proporsional, yang mendukung eksplorasi kontekstual tanpa mendominasi pengalaman belajar (umpan balik/validasi berbasis perangkat, geolokasi/GPS, dasbord pemantauan, realitas tertambah); dan koordinasi yang disengaja oleh peneliti di seluruh fase briefing pra-lapangan, petunjuk di pos dan refleksi pasca-aktivitas. Hasil dilaporkan secara konsisten mencakup peningkatan pemahaman konseptual, pemecahan masalah, motivasi dan sikap, literasi spasial, dan keterampilan sosial. Efektivitas meningkat ketika konteks budaya lokal diintegrasikan dengan scaffolding eksplisit dan teknologi yang sesuai. Batasan intervensi yang singkat dan akses teknologi yang tidak merata di sekolah. Temuan ini menawarkan kerangka kerja praktis desain kurikulum dan pengembangan pelatihan.
Math trails and outdoor learning offer context-rich mathematics, yet effective characteristics remain scattered. This review synthesizes effective features, digital supports, and key outcomes. Using PRISMA, we searched Scopus-indexed journals (2019–2025) with “math trails” and “outdoor learning,” yielding 312 records; 50 met inclusion criteria. Descriptive and thematic analyses addressed three questions. Effectiveness aligned with contextualized, scaffolded, collaborative task design; proportional digital supports contextual exploration without dominating the learning experience (device-based feedback/validation, geolocation/GPS, monitoring dashboards, augmented reality); and deliberate teacher/researcher orchestration across phases pre-field briefing, on-site prompts and hints at each post, and post-activity reflection. Reported outcomes consistently included gains in conceptual understanding, problem solving, motivation and attitudes, spatial literacy, and social skills. Effectiveness strengthened when local cultural contexts were integrated with explicit scaffolding and appropriate technologies. Limitations involved short intervention windows and uneven school access to technology. Findings offer a practical framework for curriculum design and teacher professional development.
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