Efektivitas Pendekatan Kontekstual, Open-Ended, dan STEM dalam Pengembangan Kemampuan Berpikir Kritis Siswa: Systematic Literature Review
Keywords:
Berpikir Kritis, Pendekatan Kontekstual, Pendekatan Open-Ended, Pendekatan STEM
Abstract
Effective learning does not only aim to convey knowledge, but also to develop critical thinking skills that are important for students in facing various life challenges. Critical thinking skills enable students to analyze, evaluate and solve problems logically and independently. This article explores how contextual, open-ended and STEM learning approaches contribute to the development of students' critical thinking skills. Using the Systematic Literature Review (SLR) method, this research collected and evaluated journal articles from the Google Scholar database published between 2019 and 2024, focusing on these three approaches. The results of the analysis show that the contextual approach helps students relate the learning material to real situations, which enhances their understanding and application of knowledge. The open-ended approach encourages students to find multiple solutions and improve their analytical skills, while the STEM approach emphasizes the integration of disciplines to facilitate collaborative and creative learning. These three approaches are proven to be effective in improving students' critical thinking skills, which is reflected in their improved ability to identify, analyze and solve problems. This study provides important insights for educators and researchers to develop more effective learning strategies.
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References
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Al Ghifari, S. S., Juandi, D., & Usdiyana, D. (2022). Systematic Literature Review: Pengaruh Resiliensi Matematis Terhadap Kemampuan Berpikir Matematis Tingkat Tinggi. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(2), 2025–2039. https://doi.org/https://doi.org/10.31004/cendekia.v6i2.1271
Ariyatun, A., & Octavianelis, D. F. (2020). Pengaruh Model Problem Based Learning Terintegrasi STEM Terhadap Kemampuan Berpikir Kritis Siswa. JEC: Journal of Educational Chemistry, 2(1), 33. https://doi.org/10.21580/jec.2020.2.1.5434
Arvianti, K. R. (2023). Systematic Literature Review: Kemampuan Menulis Matematis dan Resiliensi Matematis 2019-2023. Jurnal Pendidikan Matematika, 1(2), 13. https://doi.org/10.47134/ppm.v1i2.159
Atiaturrahmaniah, A., Aryana, I. B. P., & Suastra, I. W. (2022). Peran Model Science, Technology, Engineering, Arts, and Math (STEAM) dalam Meningkatkan Berpikir Kritis dan Literasi Sains Siswa Sekolah Dasar. JPGI (Jurnal Penelitian Guru Indonesia), 7(1), 368–375.
Davidi, E. I. N., Sennen, E., & Supardi, K. (2021). Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 11(1), 11–22. https://doi.org/https://doi.org/10.24246/j.js.2021.v11.i1.p11-22
Dywan, A. A., & Airlanda, G. S. (2020). Efektivitas Model Pembelajaran Project Based Learning Berbasis Stem dan Tidak Berbasis STEM Terhadap Keterampilan Berpikir Kritis Siswa. Jurnal Basicedu, 4(2), 344–354. https://doi.org/https://doi.org/10.31004/basicedu.v4i2.353
Hasibuan, S., Karnasih, I., & Armanto, D. (2021). Pembelajaran Kontekstual untuk Meningkatkan Karakter dan Kemampuan Berpikir Kritis Siswa di Madrasah Tsanawiyah. Jurnal Silogisme : Kajian Ilmu Matematika Dan Pembelajarannya, 6(1), 11–22. http://journal.umpo.ac.id/index.php/silogisme
Hidayat, P. W., Yulianti, A., & S., A. (2019). Peningkatan Kemampuan Berpikir Kritis dengan Menggunakan Pendekatan Open Ended pada Mata Pelajaran Matematika di Kelas IV SD. Jurnal Tunas Pendidikan, 2(1), 92–102. https://doi.org/https://doi.org/10.52060/pgsd.v2i1.198
Kusyanto, K., Irwan, E., & Yazid, I. (2022). Implementasi Pendekatan STEM untuk Meningkatkan Kemampuan Berpikir Kritis, Berpikir Kreatif dan Self–Efficacy. Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika, Vol 12 No 2, 1–16. https://doi.org/10.23969/pjme.v12i2.5438
Mulyawan, M. I., Setiani, Y., & Hadi FS, C. A. (2023). Efektivitas Pendekatan Open-Ended pada Pembelajaran Matematika untuk Meningkatkan Kemampuan Berpikir HOTS Matematis Siswa SMP. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 421–431. https://doi.org/10.31004/cendekia.v7i1.1911
Nurjanah, I., Kusumadewi, R. F., & Ulia, N. (2019). Kemampuan Berfikir Kritis Matematis Siswa dengan Menggunakan Model Collaborative Learning dengan Pendekatan Open-Ended Berbantuan Media Macroflash 8. Square : Journal of Mathematics and Mathematics Education, 1(1), 41. https://doi.org/10.21580/square.2019.1.1.4096
Pane, I. P. P. (2019). Efektivitas Pendekatan Open-Ended terhadap Kemampuan Berpikir Kritis Matematis Siswa di MAN Tapanuli Selatan. MathEdu (Mathematic Education Journal), 2(2), 22–28. http://journal.ipts.ac.id/index.php/
Rineksiane, N. P. (2022). Penerapan Metode Pembelajaran Project Based Learning untuk Membantu Siswa dalam Berpikir Kritis. Jurnal Pendidikan Manajemen Perkantoran, 7(1), 82–91. http://ejournal.upi.edu/index.php/jpmanper
Rohmah, A. N., & Ulya, H. (2021). Pengaruh Pembelajaran CORE Melalui Pendekatan Open-Ended terhadap Kemampuan Berpikir Kritis Matematis Siswa. Buana Matematika : Jurnal Ilmiah Matematika Dan Pendidikan Matematika, 11(2), 137–150. https://doi.org/https://doi.org/10.36456/buanamatematika.v11i2.3684
Sari, H. N., Anita, W. I., & Maesyaroh, E. (2023). Penerapan Pendekatan Kontekstual untuk Meningkatkan Kemampuan Berpikir Kritis pada Materi Relasi dan Fungsi. JPMI (Jurnal Pembelajaran Matematika Inovatif), 6(2), 685–692. https://doi.org/10.22460/jpmi.v6i2.12266
Setiawan, B., & Hendri, L. (2019). Pendekatan CTL dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar pada Mata Pelajaran Matematika. J-PiMat : Jurnal Pendidikan Matematika, 1(1), 21–25.
Sunaryo, Y., & Fatimah, A. T. (2019). Pendekatan Kontekstual dengan Scaffolding untuk Meningkatkan Kemampuan Berpikir Kritis Matematis. JNPM (Jurnal Nasional Pendidikan Matematika), 3(1), 66. https://doi.org/10.33603/jnpm.v3i1.1468
Syafitri, E., Armanto, D., & Rahmadani, E. (2021). Aksiologi Kemampuan Berpikir Kritis. Journal of Science and Social Research, 3, 320–325. http://jurnal.goretanpena.com/index.php/JSSR
Wahyunita, I., & Subroto, W. T. (2021). Efektivitas Model Pembelajaran Blended Learning dengan Pendekatan STEM Dalam Upaya Meningkatkan Kemampuan Berfikir Kritis Peserta Didik. EDUKATIF : Jurnal Ilmu Pendidikan, 3(3), 1010–1021. https://doi.org/10.31004/edukatif.v3i3.503
Yustina, A., Susanti, M. M. I., & Rustamti, M. I. (2021). Peningkatan Kedisiplinan dan Keterampilan Berpikir Kritis melalui Pendekatan Kontekstual. ELEMENTARY : Jurnal Inovasi Pendidikan Dasar, 1(3), 58–65.
Published
12-07-2024
How to Cite
Nurfitriani, D. A., & Subekti, F. E. (2024). Efektivitas Pendekatan Kontekstual, Open-Ended, dan STEM dalam Pengembangan Kemampuan Berpikir Kritis Siswa: Systematic Literature Review. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 7(2), 768-776. https://doi.org/10.30605/proximal.v7i2.4104
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Articles
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