Literature Review: Design Thinking for More Meaningful and Student-Centered Learning in Mathematics Education.

Muhammad Sobirin (Program Studi Pendidikan Matematika, Universitas Pahlawan Tuanku Tambusai)
Nidia Winda Sari (Program Studi Pendidikan Profesi Guru, Universitas pahlawan Tuanku Tambusai)
Sriayu Lestari (Program Studi Pendidikan Profesi Guru, Universitas pahlawan Tuanku Tambusai)
Wanda (Program Studi Pendidikan Profesi Guru, Universitas pahlawan Tuanku Tambusai)

Culture education and technology research
Vol. 2 No. 2 (2025): Vol.2 No.2 2025

Meaningful and student-centered mathematics learning required innovative approaches to enhance students' conceptual understanding and engagement. One approach that was explored in this study was Design Thinking, which emphasized empathy, creative problem-solving, and iterative solutions. This study aimed to investigate how Design Thinking could be applied in mathematics learning to improve students' understanding while promoting more active and reflective learning experiences. A literature review and an analysis of Design Thinking implementation in mathematics classrooms were conducted. The findings reveal that incorporating Design Thinking in mathematics learning increases student engagement, fosters creativity in problem-solving, and enhances conceptual understanding.