Tinjauan Sistematis Pengembangan Smart Digital Learning Berbasis Masalah PISA dan Kearifan Lokal dalam Pembelajaran Matematika SMP
DOI:
https://doi.org/10.53696/venn.v4i3.370Keywords:
Mathematical Literacy, PISA, Local Wisdom, Smart Digital Learning, Systematic Literature ReviewAbstract
This study is a Systematic Literature Review (SLR) aimed at analyzing the need for developing Smart Digital Learning (SDL) based on PISA-oriented problems and local wisdom to enhance junior high school students’ numeracy literacy. The review covers national and international articles relevant to SDL, mathematical literacy, Problem-Based Learning (PBL), and ethnomathematics. A total of 20635 articles were initially identified from Scopus, ERIC, Google Scholar, and Garuda databases, and through a systematic screening process, 30 studies published between 2020–2025 were selected for in-depth analysis. The reviewed literature covers topics on SDL, mathematical literacy, Problem-Based Learning (PBL), and ethnomathematics. The findings indicate that the use of digital technologies such as games and Augmented Reality effectively improves students’ motivation, problem-solving, and metacognitive abilities. In addition, the integration of PBL and local wisdom contexts strengthens students’ mathematical communication and reasoning skills. However, the literature review also reveals that studies integrating PISA, PBL, and local wisdom within a unified digital learning system remain limited. Therefore, it is necessary to develop a direction for Smart Digital Learning that not only emphasizes technological aspects but also contextualizes mathematics learning through PISA problems and cultural values. The results of this study recommend the design of SDL as an innovative learning solution capable of balancing global standards with local contexts, thereby enhancing students’ numeracy literacy in a meaningful and sustainable manner.
Downloads
References
Christopoulos, A., Kajasilta, H., Salakoski, T., & Laakso, M.-J. (2020). Limits and Virtues of Educational Technology in Elementary School Mathematics. Journal of Educational Technology Systems, 49(1). https://doi.org/10.1177/0047239520908838
Chu, H. C., Chen, J. M., Kuo, F. R., & Yang, S. M. (2021). Development of an Adaptive Game-Based Diagnostic and Remedial Learning System Based on the Concept-Effect Model for Improving Learning Achievements in Mathematics. Educational Technology and Society, 24(4).
Efriani, A., Ilma Indra Putri, R., Raden Fatah, U., & Zainal Abidin Fikri KM, J. K. (2019). Sailing Context in PISA-Like Mathematics Problems. Journal on Mathematics Education, 10(2), 265–276.
Elisya, N., Afgani Dahlan, J., & Yulianti, K. (2024). Epistemological Obstacles of Secondary School Students in Solving PISA-Standard Mathematical Literacy Problems Related to Functions. Jurnal Pendidikan MIPA, 25(4), 1771–1786. https://doi.org/10.23960/jpmipa/v25i4.pp1771-1786
Ismah, Z., Astuti, E. P., & Yuzianah, D. (2024). Pengembangan Modul Ajar Matematika Berbasis Kearifan Lokal Untuk Meningkatkan Pemecahan Masalah Siswa Smp. Jurnal Program Studi Pendidikan Matematika, 10(1).
Johar, R., & Lubis, K. R. (2018). The analysis of students’ mathematical representation errors in solving word problem related to graph. Jurnal Riset Pendidikan Matematika, 5(1). https://doi.org/10.21831/jrpm.v5i1.17277
Mendrofa, R. N., Fauzi, K. M. A., & Sitompul, P. (2024). Eksplorasi Keterkaitan antara Kearifan Lokal dan Kemampuan Pemecahan Masalah Matematika. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 4(1), 601–612. https://doi.org/10.51574/kognitif.v4i1.1693
Murtiyasa, B., & Perwita, W. R. G. (2020). Analysis of mathematics literation ability of students in completing PISA-oriented mathematics problems with changes and relationships content. Universal Journal of Educational Research, 8(7). https://doi.org/10.13189/ujer.2020.080745
OECD. (2019). PISA 2018 results. OECD.
Ramadianti, W., Priatna, N., & Kusnandi. (2020). Procedural Knowledge Versus Conceptual Knowledge of Fraction: An Indonesian Junior High School Case Study. Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019. https://doi.org/10.4108/eai.12-10-2019.2296501
Salwah, Ashari, N. W., & Ma’Rufi. (2020). Mathematical Critical Thinking Ability of Students Grade VII in Solving one Variable Linear Equation Questions Based on Their Cognitive Style. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012010
Simbolon, A., & Nurjanah, N. (2024). Measuring Mathematical Literacy Skills of Indonesian Junior High School Students in Solving PISA-Like Problems. Jurnal Pendidikan MIPA, 25(3), 1259–1272. https://doi.org/10.23960/jpmipa/v25i3.pp1259-1272
Suzana, Y., Sabaruddin, Maharani, S., & Abidin, Z. (2021). Mathematics Learning through Character Education Based on Integrated Thematic Learning: A Development of Learning Materials. Infinity Journal, 10(2). https://doi.org/10.22460/infinity.v10i2.p301-318
Yang, T. C., Hwang, G. J., Yang, S. J. H., & Hwang, G. H. (2015). A two-tier test-based approach to improving students’ computer-programming skills in a web-based learning environment. Educational Technology and Society, 18(1).
Zyahrir, S., Fauzi, A., Juliawan, R., & Lapele, D. A. (2023). Analysis of Student Conceptual Errors and Procedural Errors in Solving Mathematical Problems. Jurnal Ilmiah Mandala Education (JIME), 9(4), 2656–5862. https://doi.org/10.58258/jime.v9i1.5980
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nur Wahidin Ashari, Suradi Suradi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to the license and copyright agreement.
All articles published are licensed under Creative Commons Attribution 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
