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Arif Widiyatmoko
Faculty of Mathematics and Natural Sciences, Semarang, 50229, Indonesia
Religion Humanities Education Library & Information Science Other

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Literature Review: The Application of Problem Posing Models in Primary School Mathematics Learning (2020–2025) Grace Sarira; Nanik Wijayati; Arif Widiyatmoko; Bambang Subali
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.2128-2140

Abstract

Mathematics learning in elementary schools continues to face challenges in strengthening students’ critical thinking, creativity, and active engagement. This study conducts a Systematic Literature Review (SLR) to analyze the implementation of the Problem Posing model in mathematics learning from 2020 to 2025, following the PRISMA stages of identification, screening, eligibility, and inclusion. A total of 25 national and international articles were reviewed based on publication year, context, research focus, and reported outcomes. The findings show that the Problem Posing model consistently improves students’ conceptual understanding, problem-solving skills, critical thinking, and creativity, while also enhancing motivation and active participation in learning. Its effectiveness increases when integrated with real-life contexts, digital media, and collaborative strategies that foster metacognitive reflection. Nonetheless, challenges such as limited instructional time, teacher readiness, and the absence of standardized creativity assessment tools remain. Overall, the evidence demonstrates that the Problem Posing model is an innovative and relevant approach aligned with the Independent Curriculum, offering strong potential for developing essential 21st-century competencies among elementary school students.
Literature Review 2020-2025: Innovation of Pop-Up Book Employing Problem Based Learning to Improve Students’ Learning Outcomes and Critical Thinking Skills Winda Kumalasari; Sri Haryani; Arif Widiyatmoko; Bambang Subali
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.722-737

Abstract

The rapid development of digital learning media necessitates that educators implement engaging and effective instructional strategies. One innovative tool gaining significant attention is the pop-up book. This study aims to evaluate the enhancement of students’ learning outcomes and critical thinking skills through the integration of pop-up books within a Problem Based Learning (PBL) approach. The research methodology employed is a Systematic Literature Review (SLR) covering publications from 2020 to 2025. A total of 500 articles indexed in Google Scholar were analyzed using bibliometric mapping via Publish or Perish and VOSviewer, with twenty five key articles selected for in-depth examination. The findings indicate that contemporary research focuses heavily on the synergy between interactive learning media and instructional models, with the combination of pop-up books and PBL emerging as a frequently explored variable. Evidence suggests that employing pop-up books within a PBL framework effectively improves both academic performance and critical thinking abilities. Consequently, this integration serves as a practical and innovative teaching strategy to meet the demands of modern education.
Co-Authors Bambang Subali Grace Sarira Nanik Wijayati Sri Haryani Winda Kumalasari