Instructional Strategies for Fostering Mathematical Literacy in Junior High School: A Systematic Literature Review
DOI:
https://doi.org/10.31980/mosharafa.v14i3.3557Keywords:
Systematic Literature Review, Matematika Literasi, Strategi Pembelajaran, Mathematical Literacy, Instructional StrategiesAbstract
Proses pembelajaran yang baik tentu mempertimbangkan bagaimana memulai pembelajaran dengan baik. Banyak studi yang mengatakan penggunaan konteks dalam pembelajaran mampu menggiring siswa dalam pemahaman masalah yang baik. Begitu juga dengan literasi matematika, dimana dalam mengungkap kemampuan literasi matematika harus bermula dari problem in context. Penyusunan SLR dalam penelitian ini mengikuti pedoman PRISMA. Pemilihan metode PRISMA sebagai upaya untuk menyeleksi jurnal-jurnal terindeks scopus dan Mathematical literacy menjadi kata kunci. Terbitan artikel yang disaring yaitu tahun 2019-2023, dimana artikel yang ditemukan dari databese berjumlah 210 artikel, artikel setelah duplikasi dihapus berjumlah 170 artikel, artikel yang melewati penyaringan awal sebanyak 130 artikel, kemudian artikel yang dinilai kelayakannya sebanyak 40 artikel, dan pada akhirnya ada 25 artikel final yang dianalisis. Kemampuan literasi matematika yang ingin diungkap adalah kemampuan literasi matematika pada level junior high school. Pada level SMP merupakan level yang paling tepat untuk melakukan penelitian yang berkaitan dengan kompetensi literasi matematika. Kemudian penggunaan konteks dunia nyata sebagai awal untuk pengenalan matematika dalam memulai proses pembelajaran, sehingga literasi matematika yang dimau adalah yang dimulai dari penggunaan konteks hingga pada akhirnya siswa mampu mengaplikasikan ilmunya untuk menyelesaikan masalah matematika dan juga mewujudkan kemampuan seseorang untuk memformulasikan, menggunakan, dan menafsirkannya dalam permasalahan matematika pada berbagai konteks kehidupan.
A good learning process certainly considers how to start learning well. Many studies say that using context in learning can guide students to a good understanding of the problem. The same goes for mathematical literacy, where revealing mathematical literacy skills must start from problems in context. The SLR in this study follows the PRISMA guidelines. The PRISMA method was chosen to select Scopus-indexed journals, and mathematical literacy was used as the keyword. The articles published were from 2019 to 2023. A total of 210 articles were found in the database. After removing duplicates, there were 170 articles. A total of 130 articles passed the initial screening, and 40 articles were assessed for suitability. Finally, 25 articles were analyzed. The mathematical literacy skills to be revealed were mathematical literacy skills at the junior high school level. Junior high school is the most appropriate level for conducting research related to mathematical literacy competence. Then, the use of real-world contexts as a starting point for introducing mathematics in the learning process, so that the desired mathematical literacy begins with the use of contexts until students are ultimately able to apply their knowledge to solve mathematical problems and also realize their ability to formulate, use, and interpret mathematics in mathematical problems in various contexts of life.
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