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All Journal Pakem : Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA
Bulubaan, Santy
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Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Jurnal Pendidikan MIPA

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Research Exploration of Problem-Based Learning (PBL) Model and Metacognition Ability in Mathematics Learning: A Systematic Literature Review Rachmi, Cut Nadia; Jupri, Al; Juandi, Dadang; Putri, Nadyati; Bulubaan, Santy
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp227-243

Abstract

The Problem-Based Learning (PBL) model is one of the practical approaches to increase students' active participation, independent thinking skills, and awareness of the learning process, which will improve students' metacognition skills. Metacognition enables students to organize their learning strategies and improve learning outcomes. This research aims to identify, classify, and evaluate research results from primary studies that apply the PBL Model in measuring the improvement of students' metacognition skills in Indonesia using the systematic literature review (SLR) method. The protocol used in SLR refers to The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement, which includes the following four stages: (1) identification, (2) screening, (3) eligibility, (4) included. This systematic review leveraged covidence for comprehensive article screening and analysis, focusing on 30 carefully selected academic publications spanning from 2015 to 2024. This study examines the implementation of Problem-Based Learning (PBL) and its impact on students' mathematical metacognition skills. The analytical framework encompassed multifaceted research dimensions, including educational levels, geographical research contexts, publication timelines, mathematical domains, research methodologies, journal indexing criteria, and research outcomes. The analysis unveiled that publication frequency peaked in 2024, with a notable emphasis on secondary school-level investigations. The methodological analysis indicated a predominant preference for quantitative research approaches, particularly in studies examining spatial geometry concepts. The consolidated results provided substantial evidence that the implementation of the PBL model yielded positive and significant improvements in students' mathematical metacognition capabilities.        Keywords: metacognition, problem-based learning model, systematic literature review.
Heterogeneity of the Effect of Affective Aspects on Students' Mathematical Problem-Solving Ability Putri, Nadyati; Jupri, Al; Juandi, Dadang; Rachmi, Cut Nadia; Bulubaan, Santy
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp924-940

Abstract

Mathematical Problem-Solving Ability (MPSA) is a crucial skill in mathematics learning, as it plays a role in understanding mathematical concepts and preparing students to face challenges in everyday life. This study aims to examine the heterogeneous influence of affective aspects such as self-efficacy (SE), self-regulated learning (SRL), self-concept (SC), and mathematical disposition (MD) on students' mathematical problem-solving ability (MPSA) through a systematic literature review. Data were collected from research articles published between 2019 and 2024, indexed in SINTA and Scopus, following the PRISMA guidelines. The analysis results indicate that SE has the strongest correlation with MPSA, followed by MD. Variability in SC highlights a context-dependent influence. This study also provides a comprehensive mapping related to publication years, sample sizes, educational levels, and research locations, showing trends in the variation of publications each year. These findings emphasize that educational interventions should integrate affective aspects of MPSA holistically, with strategies tailored to different educational levels and regional disparities. Therefore, recommendations for future research include developing more holistic learning strategies that integrate all four affective aspects to achieve better learning outcomes.      Keywords: mathematical problem-solving ability, self-efficacy, self-regulated learning, self-concept, mathematical disposition, systematic literature review.
Co-Authors Dadang Juandi Kusnandi Kusnandi, Kusnandi ningrum, yunia jumita Putri, Nadyati Rachmi, Cut Nadia Rahmatin, Tsania Syaputra, Muhammad Rizky Umbara, Hanifa Dina Aulia Dewi