A Systematic Literature Review: Efektivitas Model Problem Posing Terhadap Kemampuan Berpikir Kritis
DOI:
https://doi.org/10.53696/venn.v5i5.654Keywords:
Problem Posing, Critical Thingking Skill, Systematic Literature Review, MathematicAbstract
Mathematical critical thinking is an important competency that needs to be developed, yet it remains relatively low among most students, while mathematics learning in the classroom has not been consistently designed to train it, one alternative being the problem posing learning model, which encourages students' active engagement. Evidence regarding the effectiveness of problem posing on students' mathematical critical thinking skills is scattered across various studies with differing contexts, indicators, and methods, and has not yet been systematically synthesized. This study aims to systematically synthesize literature findings on the contribution of problem posing to students' mathematical critical thinking skills through a Systematic Literature Review (SLR) guided by the PRISMA framework. The literature search was conducted using Google Scholar and Garuda for peer-reviewed Indonesian-language articles published between 2020–2025 that met the established inclusion criteria. The selection process yielded 15 eligible articles, all of which were categorized as very good based on the methodological quality indicators used. The synthesis results indicate that problem posing contributes positively to mathematical critical thinking, particularly in the aspects of analysis, evaluation, and interpretation. Inference skills also showed improvement, although reported less frequently. Studies on problem posing were most frequently conducted at the junior secondary school level. These findings provide a mapping of research patterns, contexts, and gaps, although the limited database coverage and number of articles may affect the generalizability of the findings
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