SYSTEMATIC LITERATURE REVIEW: INTEGRASI MASTERY LEARNING, CPA APPROACH DAN STRUCTURED PROBLEM SOLVING DALAM PEMBELAJARAN MATEMATIKA

RINTAN, MUSTIKA (2026) SYSTEMATIC LITERATURE REVIEW: INTEGRASI MASTERY LEARNING, CPA APPROACH DAN STRUCTURED PROBLEM SOLVING DALAM PEMBELAJARAN MATEMATIKA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisis tren penelitian, hubungan konseptual, serta potensi integrasi Mastery Learning, Concrete-Pictorial-Abstract (CPA) Approach, dan Structured Problem Solving (SPS) dalam pembelajaran matematika. Penelitian menggunakan pendekatan kualitatif dengan metode Systematic Literature Review (SLR) yang mengacu pada pedoman PRISMA. Sumber data berupa artikel ilmiah dari database Google Scholar, Crossref, dan GARUDA dengan rentang tahun 2020-2025, yang diseleksi berdasarkan kriteria inklusi dan eksklusi serta dinilai kualitasnya menggunakan instrumen JBI. Analisis data dilakukan melalui analisis deskriptif kualitatif, sintesis tematik, dan analisis konseptual integratif dengan kerangka A-M-C-O-P. Hasil menunjukkan bahwa ketiga pendekatan berkontribusi pada peningkatan pemahaman konsep, representasi matematis, dan kemampuan pemecahan masalah. Secara konseptual, Mastery Learning menekankan ketuntasan belajar, CPA memperkuat representasi bertahap, dan SPS mengembangkan pemecahan masalah terstruktur. Integrasi ketiganya menghasilkan alur pembelajaran yang komprehensif dan saling melengkapi. Penelitian ini menghasilkan model konseptual integratif ML-CPA-SPS sebagai dasar pengembangan pembelajaran matematika yang efektif dan kontekstual. ABSTRACT This study aims to analyze research trends, conceptual relationships, and the integration potential of Mastery Learning, the Concrete-Pictorial-Abstract (CPA) Approach, and Structured Problem Solving (SPS) in mathematics learning. The study employs a qualitative approach using the Systematic Literature Review (SLR) method based on PRISMA guidelines. Data sources consist of scientific articles from Google Scholar, Crossref, and GARUDA databases published between 2020 and 2025, selected based on inclusion and exclusion criteria and assessed for quality using the JBI instrument. Data analysis was conducted through qualitative descriptive analysis, thematic synthesis, and integrative conceptual analysis using the A-M-C-O-P framework. The results indicate that the three approaches contribute to improving conceptual understanding, mathematical representation, and problem-solving skills. Conceptually, Mastery Learning emphasizes learning mastery, the CPA approach strengthens staged representation, and SPS develops structured problem-solving. Their integration produces a comprehensive and complementary learning sequence. This study proposes an integrative ML-CPA-SPS conceptual model as a foundation for developing effective and contextual mathematics learning.

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