SYSTEMATIC LITERATURE REVIEW: PEMBELAJARAN BERDIFERENSIASI DAN KEMAMPUAN METAKOGNISI SISWA SMP DAN SMA (2021-2026)

Abstract

Mathematics learning emphasizes not only conceptual understanding but also the ability to manage, monitor, and evaluate thinking processes through metacognitive skills. However, students' mathematical metacognitive skills have not yet developed optimally, especially in the monitoring and evaluation aspects. Furthermore, differences in student characteristics and abilities require a flexible learning approach, one of which is through differentiated learning. This study aims to analyze the relationship between differentiated learning and mathematical metacognitive skills in junior high and senior high school students using the Systematic Literature Review (SLR) approach with reference to the PRISMA guidelines. The article search process was carried out using Publish or Perish with the Google Scholar database and SINTA-indexed journals in the 2021–2026 period using several keywords related to mathematical metacognition and differentiated learning. During the identification stage, 4,931 articles were obtained, then selected through a screening and eligibility process until 25 articles met the inclusion criteria. Data analysis was carried out descriptively and qualitatively through a process of grouping, comparing, and synthesizing research results. The results of the study indicate that students' metacognitive abilities are still variable and tend to be low, influenced by internal factors such as mathematical ability, learning interest, curiosity, and intelligence level. Furthermore, differentiated learning has a positive trend towards students' learning outcomes, motivation, creativity, and understanding of mathematical concepts, and has the potential to support the development of students' metacognitive abilities in mathematics learning. This study concludes that differentiated learning can be an alternative learning strategy to support the development of students' mathematical metacognitive abilities. However, research specifically examining the relationship between these two aspects is still limited, so further in-depth research is needed.

ABSTRAK

Pembelajaran matematika tidak hanya menekankan siswa dalam pemahaman konsep, tetapi juga kemampuan siswa dalam mengelola, memantau, dan mengevaluasi proses berpikir melalui kemampuan metakognisi. Namun, kemampuan metakognisi matematis siswa masih belum berkembang secara optimal, terutama pada aspek monitoring dan evaluasi. Selain itu, perbedaan karakteristik dan kemampuan siswa menuntut adanya pendekatan pembelajaran yang fleksibel, salah satunya melalui pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk menganalisis keterkaitan pembelajaran berdiferensiasi dengan kemampuan metakognisi matematis siswa SMP dan SMA menggunakan pendekatan Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA. Proses pencarian artikel dilakukan menggunakan Publish or Perish dengan database Google Scholar dan jurnal terindeks SINTA pada rentang tahun 2021–2026 menggunakan beberapa kata kunci terkait metakognisi matematis dan pembelajaran berdiferensiasi. Pada tahap identifikasi diperoleh 4.931 artikel, kemudian diseleksi melalui proses screening dan eligibility hingga diperoleh 25 artikel yang memenuhi kriteria inklusi. Analisis data dilakukan secara deskriptif kualitatif melalui proses pengelompokan, perbandingan, dan sintesis hasil penelitian. Hasil penelitian menunjukkan bahwa kemampuan metakognisi siswa masih bervariasi dan cenderung rendah, dipengaruhi oleh faktor internal seperti kemampuan matematika, minat belajar, rasa ingin tahu, dan tingkat kecerdasan siswa. Selain itu, pembelajaran berdiferensiasi menunjukkan kecenderungan positif terhadap hasil belajar, motivasi, kreativitas, dan pemahaman konsep matematis siswa serta berpotensi mendukung perkembangan kemampuan metakognitif siswa dalam pembelajaran matematika. Penelitian ini menyimpulkan bahwa pembelajaran berdiferensiasi dapat menjadi salah satu alternatif strategi pembelajaran dalam mendukung pengembangan kemampuan metakognisi matematis siswa. Namun, penelitian yang secara khusus mengkaji keterkaitan kedua aspek tersebut masih terbatas sehingga diperlukan penelitian lebih lanjut secara mendalam.