Efektivitas Model PjBL – STEAM Berbasis Kearifan Lokal untuk Meningkatkan Kemampuan Berpikir Kritis dan Representasi Matematis Siswa | Jurnal Pendidikan Matematika : Judika Education

Authors

Hendri Wijaya Universitas Jambi
Nizlel Huda Program Studi Pendidikan Matematika, Universitas Jambi
Kamid Kamid Program Studi Pendidikan Matematika, Universitas Jambi
Syaiful Syaiful Program Studi Pendidikan Matematika, Universitas Jambi

DOI:

Keywords:

Berpikir Kritis, Kearifan Lokal, Project Based Learning, Representasi Matematis, STEAM

Abstract

This study is a Systematic Literature Review (SLR) aimed at comprehensively examining the effectiveness of the Project Based Learning (PjBL) model integrated with STEAM (Science, Technology, Engineering, Arts, and Mathematics) based on local wisdom in improving students' critical thinking skills and mathematical representation. The review was conducted using the PRISMA protocol through searches of Scopus, Google Scholar, ERIC, and Garuda databases within the 2022–2024 timeframe. Of the articles identified, 20 articles met the inclusion criteria and were analyzed in depth. The results indicate that: (1) the PjBL-STEAM model based on local wisdom significantly improves students' critical thinking skills; (2) the local wisdom-based approach contributes positively to mathematical representation through connections between cultural contexts and abstract mathematical concepts; and (3) the synergy of all three components (PjBL, STEAM, local wisdom) creates an authentic and meaningful learning ecosystem that is more effective than separate application. These findings have important implications for the development of a contextual, character-based, and culturally-grounded mathematics curriculum in Indonesia.

Keywords: Critical Thinking, Local Wisdom, Mathematical Representation, Project Based Learning, STEAM

References

Anggraini, F., & Salim, M. (2023). Kemampuan Koneksi Matematis dan Berpikir Kritis Melalui STEAM Berbasis Kearifan Lokal. Jurnal Pendidikan Matematika, 17(2), 89–105.

Anggraini, H. T. (2023). Peningkatan Kemampuan Berpikir Kritis dan Representasi Visual Thinking Matematis Siswa dengan Penerapan Metode Pembelajaran Kolawole’s Problem Solving. EDU-MAT: Jurnal Pendidikan Matematika, 11(2), 367-381. https://ppjp.ulm.ac.id/journal/index.php/edumat/article/view/17394

Cahyono, B., Sulistyo, E., & Prasetyo, A. (2022). Pengaruh model PjBL Terhadap Motivasi Belajar Matematika dan Representasi Siswa SD. Jurnal Didaktik Matematika, 9(1), 45–59.

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A Review of Project-Based Learning in Higher Education: Student Outcomes And Measures. International journal of educational research, 102, 101586. https://www.sciencedirect.com/science/article/pii/S0883035519325704

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-Based Learning: A Review of The Literature. Improving schools, 19(3), 267-277. https://journals.sagepub.com/doi/abs/10.1177/1365480216659733

Kurniawan, R., & Mardiana, S. (2022). Kemampuan Berpikir Kritis Melalui Model Pembelajaran Berbasis Proyek pada Materi Statistika. Jurnal Pendidikan Sains dan Matematika, 10(2), 88–103.

Kusumawati, A., Wibowo, T., & Sunaryo, Y. (2024). PjBL Terintegrasi Nilai Kearifan Lokal Madura untuk Representasi Matematis Siswa SMP. Jurnal Pendidikan dan Pengajaran, 57(1), 34–49.

Lestari, K., Pramudiani, P., & Hidayat, W. (2024). Efektivitas Pjbl Berbasis Budaya Dayak dalam Meningkatkan Representasi Matematis Siswa. Jurnal Elemen, 10(2), 312–328.

Deal, L. J., & Wismer, M. G. (2010). NCTM Principles and Standards for Mathematically Talented Students. Gifted Child Today, 33(3), 55-65. https://journals.sagepub.com/doi/abs/10.1177/107621751003300313

Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in Practice and Research: An Integrative Literature Review. Thinking skills and creativity, 31, 31-43. https://www.sciencedirect.com/science/article/pii/S1871187118302190

Herro, D., Quigley, C., & Abimbade, O. (2021). Assessing Elementary Students’ Collaborative Problem-Solving in Makerspace Activities. Information and Learning Sciences, 122(11-12), 774-794. https://www.emerald.com/ils/article/122/11-12/774/168764

Rahmawati, D., Supandi, A., & Nurulhaq, C. (2022). Pengaruh Pendekatan STEAM terhadap Kemampuan Berpikir Kritis Siswa SMA. Jurnal Matematika dan Pendidikan Matematika, 13(1), 56–72.

Rosa, M., Orey, D. C., Shirley, L., Palhares, P., Rosa, M., Orey, D. C., ... & Rosa, M. (2016). State of The Art In Ethnomathematics. In Current and future perspectives of ethnomathematics as a program (pp. 11-37). Cham: Springer https://link.springer.com/chapter/10.1007/978-3-319-30120-4_3International Publishing.Rosa et al., 2020

Stylianou, D. A. (2011). An Examination of Middle School Students’ Representation Practices in Mathematical Problem Solving Through The Lens of Expert Work: Towards An Organizing Scheme. Educational Studies in Mathematics, 76(3), 265-280. https://link.springer.com/article/10.1007/s10649-010-9273-2

Lucas, G. (2005). George Lucas Educational Foundation. Retrieved March, 20, 2005.

Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.

Wulandari, P., & Kusuma, A. (2023). Representasi Matematis Melalui Proyek Berbasis Kearifan Lokal Betawi di SD. Jurnal Didaktika Pendidikan Dasar, 7(2), 312–328.

Yakman, G. (2008, February). STEAM education: An overview of creating a model of integrative education.

Yulianti, D., Elhefni, E., & Nurlaili, N. (2022). Kemampuan Berpikir Kritis Melalui Pendekatan STEAM pada Materi Statistik. Jurnal Pendidikan dan Riset Matematika, 5(2), 67–83.