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Vol.14, No.2, May 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Participatory Learning for the Improvement of Math Problem-Solving: A Systematic Literature Review
Daswarman Daswarman, Cholis Sa’dijah, Abdul Gofur, Aynin Mashfufah
© 2025 Cholis Sa‘dijah, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 2, Pages 1780-1790, ISSN 2217-8309, DOI: 10.18421/TEM142-76, May 2025.
Received: 17 September 2024. Revised: 25 March 2025.
Abstract:
Due to the potential effects of participatory learning on problem-solving skills, further research is needed. A search of the Scopus database using the "participatory learning" keyword yielded 12,858 articles. However, only 17 articles met the predetermined criteria for analysis. The inclusion and exclusion model employed was PRISMA. Participatory learning can be implemented in quantitative, qualitative, case studies, mixed methods, design-based, and participatory action research. Based on the review of these articles, several important formulations of participatory learning related to mathematical problem solving were identified. First, Participatory learning is a pedagogical approach that offers insight into applying mathematical models in problem-solving. Second, participatory learning has the potential to occur in various teaching models, including face-to-face, online, and blended formats. Third, participatory learning can be implemented with project-based learning. These findings can be considered by researchers investigating the topic of participatory learning concerning mathematical problem-solving.
Keywords – Participatory learning, problem-solving, math, systematic literature review |
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