PERAN SELF-REGULATED LEARNING SEBAGAI MEDIATOR DALAM MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KREATIF MATEMATIS
DOI: https://doi.org/10.30605/h9rehw66
Problem-Based Learning, Self-Regulated Learning, Berpikir Kritis Matematis, Berpikir Kreatif Matematis, Systematic Literature Review
Abstract
Penelitian ini bertujuan untuk memahami hubungan antara penerapan model problem-based learning dengan kemampuan berpikir kritis serta kreatif matematis siswa, sekaligus melihat bagaimana peran self-regulated learning sebagai variabel mediasi yang memperkuat pengaruh problem-based learning terhadap kemampuan berfikir kritis matematis siswa. Kajian dilakukan menggunakan metode Systematic Literature Review (SLR) yang mengikuti tahapan PRISMA, mulai dari proses penelusuran sumber, penyaringan, penilaian kelayakan, hingga penetapan artikel yang dianalisis. Sumber data berasal dari beberapa database akademik seperti Google Scholar, ScienceDirect, Elicit, dan Semantic Scholar, yang kemudian diseleksi dan menghasilkan 35 artikel yang sesuai dengan fokus penelitian. Data kemudian dianalisis secara kualitatif deskriptif dengan cara membandingkan serta mengintegrasikan temuan dari berbagai penelitian yang telah dipilih. Hasil kajian menunjukkan bahwa penggunaan problem-based learning mampu meningkatkan kemampuan berpikir kritis dan kreatif matematis siswa. Di sisi lain, self-regulated learning memiliki peran penting sebagai variabel mediasi yang membantu memperkuat pengaruh model tersebut terhadap kemampuan berpikir siswa. Oleh karena itu, penerapan kedua pendekatan ini secara bersamaan dapat menjadi alternatif strategi pembelajaran yang efektif dalam mengembangkan kemampuan berpikir tingkat tinggi pada pembelajaran matematika.
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