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All Journal Riemann : Research of Mathematics and Mathematics Education Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Trian Fajrianto
Universitas Negeri jakarta
Education Mathematics

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Implementation of the REACT Learning Model in Mathematics Education: A Systematic Literature Review Trian Fajrianto; Larasati Rizky Putri; Wardani Rahayu
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 3 (2025): EDISI DESEMBER
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v7i3.118

Abstract

Mathematics education requires learning approaches that enable students to construct conceptual understanding through meaningful and contextual experiences rather than procedural memorization. One approach that aligns with this demand is the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring). Despite its growing application, research on REACT in mathematics education, particularly in the Indonesian context, remains fragmented and tends to emphasize specific learning outcomes without systematically mapping its conceptual characteristics, implementation patterns, and reported effectiveness. Therefore, this study aims to synthesize empirical evidence on the implementation of the REACT model in mathematics learning through a Systematic Literature Review. This study employed a Systematic Literature Review (SLR) guided by the PRISMA protocol. Fifteen empirical articles published between 2015 and 2025 were selected from Google Scholar, Garuda, ERIC, and ScienceDirect databases. The selected studies were analyzed using thematic analysis and descriptive synthesis to identify trends related to REACT components, mathematics topics, educational levels, and learning outcomes. The results indicate that REACT is consistently framed as a contextual and constructivist learning approach that contributes positively to students' conceptual understanding and Higher Order Thinking Skills (HOTS). The Relating and Experiencing stages are the most frequently emphasized components, reflecting a strong focus on contextualization and active exploration. Across the reviewed studies, improvements are most commonly reported in conceptual understanding and mathematical problem-solving ability, followed by gains in mathematical communication and representation. Several studies report the use of problem-oriented tasks and technology-supported activities within the REACT framework; however, such integrations remain limited and are not examined as independent intervention models. In conclusion, the findings suggest that the REACT learning model is effective in supporting meaningful and competency-based mathematics learning. Nevertheless, the integration of REACT with other instructional models or digital media remains underexplored in the existing literature, indicating the need for future research to investigate such hybrid implementations more systematically and empirically.
Systematic Literature Review: Kemampuan Berpikir Komputasional Matematis Siswa Trian Fajrianto; Larasati Rizky Putri; Meiliasari; Wardani Rahayu
Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Vol. 11 No. 1 (2026): Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pentingnya Computational Thinking (CT) dalam pembelajaran matematika semakin meningkat seiring dengan tuntutan pengembangan Higher Order Thinking Skills (HOTS). Namun, kajian yang ada masih bersifat terfragmentasi. Perbedaan tersebut mencakup aspek definisi konseptual, indikator utama, serta strategi pembelajaran dalam pengembangan CT. Hal ini mengindikasikan bahwa integrasi temuan penelitian mengenai pengembangan CT dalam pendidikan matematika masih terbatas.  Oleh karena itu, penelitian ini bertujuan untuk mengkaji secara sistematis konsep, indikator, dan upaya peningkatan CT melalui pendekatan Systematic Literature Review (SLR). Tinjauan dilakukan dengan mengacu pada metode PRISMA yang mencakup tahap identifikasi, penyaringan, kelayakan, dan inklusi. Sebanyak 12 artikel yang dipublikasikan pada rentang tahun 2018–2025 dipilih dari basis data Google Scholar, Garuda, dan ScienceDirect berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan. Analisis dilakukan secara tematik untuk mengidentifikasi pola utama dalam penelitian terkait CT. Hasil kajian menunjukkan bahwa CT dipahami sebagai proses berpikir logis, sistematis, dan algoritmik yang mencakup enam indikator utama, yaitu dekomposisi, abstraksi, berpikir algoritmik, pengenalan pola, generalisasi, dan debugging. Dekomposisi dan berpikir algoritmik merupakan indikator yang paling dominan dalam berbagai studi. Selain itu, peningkatan CT dalam pembelajaran matematika umumnya dilakukan melalui tiga kategori strategi utama. Pertama, pendekatan pembelajaran, seperti Realistic Mathematics Education (RME) dan Science, Technology, Engineering, and Mathematics (STEM). Kedua, model pembelajaran, seperti Search, Solve, Create, and Share (SSCS) dan Problem-Based Learning (PBL). Ketiga, pemanfaatan media digital, seperti GeoGebra dan Scratch. Secara umum, hasil kajian menunjukkan bahwa integrasi CT cenderung berkontribusi terhadap peningkatan kemampuan berpikir logis dan analitis siswa. Meskipun demikian, implementasinya masih terkendala oleh keterbatasan sarana pendukung dan variasi tingkat pemahaman guru terhadap konsep CT.
Co-Authors Larasati Rizky Putri Meiliasari Wardani Rahayu