Analisis Penerapan Model Pembelajaran Open-Ended Berbasis Meaningful Learning dalam Pembelajaran di Sekolah Dasar
DOI:
https://doi.org/10.61798/wjpe.v5i2.865Keywords:
Open-Ended Learning, Meaningful Learning, Matematika Sekolah Dasar, Pemecahan Masalah, Berpikir KreatifAbstract
Pembelajaran matematika di sekolah dasar memerlukan pendekatan inovatif yang mampu mendorong siswa membangun pengetahuan secara aktif dan mengembangkan keterampilan berpikir tingkat tinggi. Penelitian ini bertujuan menganalisis penerapan model pembelajaran Open-Ended berbasis Meaningful Learning dalam pembelajaran matematika sekolah dasar melalui metode Systematic Literature Review (SLR). Kajian dilakukan terhadap 20 artikel nasional dan internasional yang dipublikasikan pada periode 2020–2025. Hasil sintesis menunjukkan bahwa integrasi kedua pendekatan tersebut berkontribusi positif terhadap kemampuan berpikir kreatif, berpikir kritis, pemahaman konsep, kemampuan pemecahan masalah, dan motivasi belajar matematika siswa. Soal terbuka mendorong siswa mengeksplorasi berbagai strategi penyelesaian, sedangkan Meaningful Learning membantu menghubungkan konsep baru dengan pengetahuan yang telah dimiliki. Temuan ini memperkuat pembelajaran matematika berbasis konstruktivisme serta memberikan implikasi praktis bagi guru dalam merancang pembelajaran yang lebih kontekstual, berpusat pada siswa, dan mendukung kompetensi abad ke-21. Selain itu, hasil penelitian ini dapat menjadi referensi bagi pengembangan pembelajaran matematika dan penelitian lanjutan pada berbagai materi maupun jenjang pendidikan.
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