PERAN CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH DAN STRUCTURED PROBLEM SOLVING DALAM PEMBELAJARAN MATEMATIKA DI SD/MI

ETI, NURYANA (2026) PERAN CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH DAN STRUCTURED PROBLEM SOLVING DALAM PEMBELAJARAN MATEMATIKA DI SD/MI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan literasi matematika dan pemecahan masalah siswa SD/MI yang masih dipengaruhi oleh pembelajaran konvensional dan kesulitan siswa memahami konsep matematika abstrak. Penelitian ini bertujuan untuk menganalisis peran Concrete-Pictorial-Abstract (CPA) Approach dan Structured Problem Solving (SPS) dalam pembelajaran matematika di SD/MI melalui metode Systematic Literature Review (SLR). Penelitian dilakukan dengan mengacu pada pedoman PRISMA 2020 melalui tahapan identifikasi, screening, eligibility, dan included. Sumber data diperoleh dari database Scopus, ERIC, dan ScienceDirect pada rentang tahun 2020–2025. Dari 799 artikel yang ditemukan, diperoleh 12 artikel yang memenuhi kriteria inklusi dan dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa CPA efektif meningkatkan pemahaman konsep, numerasi, penalaran matematis, dan motivasi belajar siswa melalui tahapan konkret, pictorial, dan abstrak. Sementara itu, SPS efektif meningkatkan kemampuan pemecahan masalah, berpikir logis, kritis, dan sistematis melalui langkah problem solving berbasis Polya. Integrasi CPA dan SPS dinilai mampu menciptakan pembelajaran matematika yang lebih bermakna, sistematis, dan sesuai dengan karakteristik perkembangan kognitif siswa SD/MI. ABSTRACT This research is motivated by the low mathematical literacy and problem-solving abilities of elementary school students, which are still influenced by conventional learning and students' difficulties in understanding abstract mathematical concepts. This study aims to analyze the role of the Concrete-Pictorial-Abstract (CPA) Approach and Structured Problem Solving (SPS) in mathematics learning in elementary school students through the Systematic Literature Review (SLR) method. The research was conducted by referring to the PRISMA 2020 guidelines through the stages of identification, screening, eligibility, and inclusion. Data sources were obtained from the Scopus, ERIC, and ScienceDirect databases in the period 2020–2025. Of the 799 articles found, 12 articles met the inclusion criteria and were analyzed descriptively qualitatively. The results showed that CPA effectively improved students' conceptual understanding, numeracy, mathematical reasoning, and learning motivation through concrete, pictorial, and abstract stages. Meanwhile, SPS effectively improved problem-solving skills, logical, critical, and systematic thinking through Polyabased problem-solving steps. The integration of CPA and SPS is considered capable of creating more meaningful, systematic mathematics learning that aligns with the cognitive developmental characteristics of elementary school students.

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