PERAN PENDEKATAN METAKOGNITIF DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA : SYSTEMATIC LITERATURE REVIEW
DOI: https://doi.org/10.30605/7sj13c79
metakognitif, berpikir kritis, HOTS, PRISMA 2020
Abstract
Kajian ini bertujuan menelaah secara sistematis kontribusi pendekatan metakognitif dalam mengembangkan kemampuan berpikir kritis matematis siswa melalui sintesis temuan penelitian empiris yang relevan. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengacu pada protokol PRISMA 2020, yang terdiri dari empat tahapan: identifikasi, penyaringan, uji kelayakan, dan penetapan artikel final. Penelusuran dilakukan pada Google Scholar, SINTA, dan Scopus dengan rentang tahun 2021–2026. Subjek kajian adalah artikel ilmiah yang diterbitkan secara resmi, terdiri atas 10 artikel nasional terindeks SINTA 2 hingga SINTA 4 serta 5 artikel internasional terindeks Scopus, yang melibatkan siswa dan mahasiswa dalam pembelajaran matematika dari jenjang SMP hingga perguruan tinggi di berbagai negara. Dari 30 artikel yang teridentifikasi, sebanyak 15 artikel memenuhi kriteria inklusi dan dianalisis menggunakan sintesis tematik. Empat temuan pokok dihasilkan: pertama, pendekatan metakognitif secara konsisten mengindikasi meningkatkan kemampuan berpikir kritis matematis di berbagai jenjang pendidikan; kedua, kesadaran metakognitif menunjukkan kecenderungan menjadi prediktor kuat kualitas berpikir kritis, khususnya pada soal bertipe HOTS; ketiga, pendekatan metakognitif menunjukkan efektivitas stabil dari jenjang SMP hingga perguruan tinggi; dan keempat, gaya kognitif serta motivasi berpikir mengindikasikan peran moderasi hubungan antara pendekatan metakognitif dan berpikir kritis matematis. Secara teoretis, kajian ini mempertegas kerangka kesadaran metakognitif dalam pembelajaran matematika lintas jenjang dan budaya. Secara praktis, temuan ini mendorong pendidik untuk menjadikan tahapan perencanaan, pemantauan, dan evaluasi sebagai bagian menyatu dalam desain pembelajaran matematika guna memperkuat berpikir kritis siswa secara berkelanjutan.
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