PERAN INQUIRY-BASED LEARNING DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA: SYSTEMATIC LITERATURE REVIEW
DOI: https://doi.org/10.30605/bk7x6d28
Inquiry-Based Learning, Berpikir Kritis Matematis, Mathematical Critical Thinking, Systematic Literature Review, PRISMA
Abstract
Rendahnya kemampuan berpikir kritis matematis di kalangan siswa menjadi tantangan nyata dalam pendidikan matematika saat ini. Penelitian ini bertujuan untuk mengkaji peran Inquiry-Based Learning (IBL) dalam mengembangkan kemampuan berpikir kritis matematis siswa, mengidentifikasi indikator yang dominan berkembang, serta mengungkap faktor-faktor yang menentukan keberhasilan implementasinya. Pendekatan penelitian yang digunakan adalah kualitatif dengan rancangan Systematic Literature Review (SLR), mengacu pada kerangka PRISMA 2020 yang mencakup tahap identification, screening, eligibility, dan included. Sumber data dikumpulkan melalui tiga basis data ilmiah, yakni Google Scholar, Garuda, dan ScienceDirect, dengan memanfaatkan kata kunci "Inquiry-Based Learning", "kemampuan berpikir kritis matematis", dan "mathematical critical thinking" yang dikombinasikan dengan operator Boolean AND serta OR. Kriteria inklusi meliputi artikel yang relevan dengan topik IBL dan berpikir kritis matematis, dipublikasikan pada tahun 2022–2026, terindeks minimal SINTA 4 atau Scopus, serta tersedia dalam teks lengkap dan telah melalui proses peer-review. Proses seleksi menghasilkan 15 artikel yang kemudian dianalisis menggunakan teknik sintesis tematik deskriptif. Temuan penelitian menegaskan bahwa IBL secara konsisten memberi dampak positif dalam mengembangkan kemampuan berpikir kritis matematis siswa di berbagai jenjang pendidikan. Indikator yang paling dominan berkembang mencakup analisis, evaluasi, dan inferensi, disertai peningkatan pada aspek pemahaman konseptual, pemecahan masalah, dan metakognisi. Adapun keberhasilan penerapan IBL dipengaruhi oleh faktor kompetensi guru, kondisi afektif siswa, serta kualitas integrasi teknologi dalam desain pembelajaran. Hasil kajian ini diharapkan memberikan landasan teoritis dan empiris dalam memperdalam pemahaman tentang peran IBL dan menjadi acuan praktis dalam mengembangkan pembelajaran matematika berorientasi berpikir tingkat tinggi.
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