Systematic Literature Review: Identitas Matematika dalam Pembelajaran Matematika
Abstract
Identitas dalam penelitian pendidikan semakin banyak dimanfaatkan khususnya dalam mendeskripsikan dan mengeksplor kegigihan seorang peserta didik dalam memahami suatu materi. Kaitannya dengan konteks matematika, Identitas merupakan hasil deskripsi dari bagaimana seorang peserta didik dipandang sebagai seseorang yang ‘memiliki matematika’ (math person) oleh orang lain ataupun diri individu itu sendiri. Dengan demikian, siswa dan guru membutuhkan peningkatan identitas matematika agar mendapatkan karakter matematika yang kuat dan abadi dalam mengaplikasikan konsep-konsep matematika. Artikel ini menyajikan systematic literature review (SLR) tentang identitas matematika yang diterbitkan dalam lima tahun terakhir. Penelitian ini telah mengumpulkan informasi dan hasil studi peneliti dari seluruh dunia untuk memberikan gambaran umum tentang penelitian identitas matematika dalam pembelajaran matematika di sekolah. Pertanyaan kunci dalam penelitian ini adalah bagaimana artikel ini didistribusikan berdasarkan tahun publikasi, jenjang pendidikan, metode, kerangka konseptual identitas matematika, dan ukuran tingkatan identitas matematika. Penelitian ini berpedoman pada Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) yang menghasilkan artikel penelitian untuk ditinjau secara sistematis. Hasil penelitian menunjukkan bahwa studi terkait identitas matematika pada tahun 2019 dan 2020 merupakan masa berkembangnya publikasi artikel terkait identitas matematika di jurnal internasional yang bereputasi, para peneliti lebih tertarik untuk melakukan penelitian identitas matematika di tingkat sekolah dasar, sebagian besar studi tentang identitas matematika menerapkan metode kualitatif menggunakan wawancara sebagai instrumen kunci dalam mengungkap dan mendeskripsikan identitas matematika seseorang.
Downloads
References
Boaler, J., & J. G. Greeno. (2000). Identity, agency, and knowing in mathematics worlds. Westport, CT: Ablex.
Bobis., Jannette, Maryam Khosronejad, Jennifer Way, Judy Anderson. (2019). “Sage on the stage” or “meddler in the middle”: shifting mathematics teachers’ identities to support student engagement.
Bohrnstedt, G. W., Zhang, J., Park, B. J., Ikoma, S., Broer, M., & Ogut, B. (2020). Mathematics Identity, Self-efcacy, Interest and their Relationships to Mathematics Achievement: A Longitudinal Analysis. In R. Serpe, R. Stryker, & B. Powell (Eds.), Identity and Symbolic Interaction: Deepening Foundations; Building Bridges. (pp. 169–210). Springer.
Cribbs., Jennifer., Zahra Hazari, Gerhard Sonnert, Philip M. Sadler (2020). College students’ mathematics-related career intentions and high school mathematics pedagogy through the lens of identity. Mathematics Education Research Journal
Cribbs, Jennifer, Xiaoxia Huang, Katrina Piatek-Jimenez (2021). Relations of mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self-efficacy to STEM career choice: A structural equation modeling approach. School Science and Mathematics Association.
Cribbs, Huang, dan Jimenez (2021). Relations of mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self-efficacy to STEM career choice: A structural equation modeling approach. School Science and Mathematics.
Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19-33.
Dunleavy, Teresa K., Alison S. Marzocchi & Maisie L. Gholson. (2020) Teacher Candidates’ Silhouettes: Supporting Mathematics Teacher Identity Development in Secondary Mathematics Methods Courses. Investigations in Mathematics Learning
Fernandez, F., Froschl, M., Lorenzetti, L., & Stimmer, M. (2022). Investigating the importance of girls’ mathematical identity within United States STEM programmes: a systematic review. International Journal of Mathematical Education in Science and Technology, 1-41.
Gardee, Aarifah. (2019). Relationships between teachers’ practices and learners’ mathematical identities. International Journal of Mathematical Education in Science and Technology. 4(1).
Gardee, Aarifah. (2019). Social Relationships between Teachers and Learners, Learners’ Mathematical Identities and Equity. African Journal of Research in Mathematics, Science and Technology Education. 23(2), 233-243.
Gardee, A., & Brodie, K. (2022). Relationships Between Teachers’ Interactions with Learner Errors and Learners’ Mathematical Identities. International Journal of Science and Mathematics Education, 20(1), 193-214.
Goldstein, Deena Soffer. (2018). Mathematics identities of competence in a middle-grades d/Deaf and hard-of-hearing classroom. Investigations In Mathematics Learning. 10(3), 145-158.
Gonzalez, Lidia., Chapman, Shawnda., Battle, Juan. (2020) Mathematics identity and achievement among Black students. School Science and Mathematics Association.
Graven, M. (2015). Strengthening maths learning dispositions through'math clubs'. South African Journal of Childhood Education, 5(3), 1-7.
Graven, M., & Heyd-Metzuyanim, E. (2019). Mathematics identity research: The state of the art and future directions. ZDM, 51(3), 361-377.
Grootenboer, Peter., Christine Edwards Groves. (2018) Learning mathematics as being stirred into mathematical practices: an alternative perspective on identity formation. ZDM.
Gweshe, Lovejoy Comfort., Brodie, Karin. (2019) High School Learners’ Mathematical Identities. African Journal of Research in Mathematics, Science and Technology Education, 23(2), 254-262.
Heffernan, Kayla., Steven Peterson, Avi Kaplan, Kristie J. Newton. (2020). INTERNATIONAL ELECTRONIC JOURNAL OF MATHEMATICS EDUCATION (IEJME). 15(3).
Heyd-Metzuyanim, Einat. Aviv J. Sharon, Ayelet Baram-Tsabari. (2021) Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education. Educational Studies in Mathematics.
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
Hima, Lina Rihatul., Nusantara, Toto., Hidayanto, Erry., Rahardjo, Swasono. (2019) Changing in Mathematical Identity of Elementary School Students Through Group Learning Activities. International Electronc Journal of Elementary Education, 11(2), 461-469.
Hima, L. R., Nusantara, T., Hidayanto, E., Rahardjo, S., & Murniasih, T. R. (2021, May). Improving students’ mathematical identity using games as learning media during the Covid-19 pandemic. In Journal of Physics: Conference Series (Vol. 1882, No. 1, p. 012088). IOP Publishing.
Hite, Dr. Rebecca., Dr. Mona Tauber. (2019). Translating Research to Practice on Individual and Collective Mathematics and Science Identity Formation: Pedagogical Recommendations for Teachers. Journal of Interdisciplinary Teacher Leadership.
Imm, Kara Louise. (2021) Modelling as Story-Building and Storytelling: Developing the Mathematical Identities of Adolescent Girls of Color. Journal of Mathematics Education at Teachers College.
Kafoussi, Sonia. Petros Chaviaris, Andreas Moutsios-Rentzos. (2020) Investigating Parental Influences on Sixth Graders’ Mathematical Identity in Greece: A Case Study. International Electronic Journal Of Mathematics Education (IEJME). 15(2).
Kitchen, R., Martinez-Archuleta, M., Gonzales, L., & Bicer, A. (2021). Actualizing change after experiencing significant mathematics PD: Hearing from teachers of color about their practice and mathematical identities. Education Sciences, 11(11), 710.
Martin, D. B. (2009). In My Opinion: Does Race Matter?. Teaching Children Mathematics, 16(3), 134-139.
Miller, R. S., & Wang, M. T. (2019). Cultivating adolescents’ academic identity: Ascertaining the mediating effects of motivational beliefs between classroom practices and mathematics identity. Journal of Youth and Adolescence, 48(10), 2038-2050.
Ntow, Forster D., Jill Adler. Identity resources and mathematics teaching identity: an exploratory study. ZDM.
Starr, Christine R., Lisa Hunter, Robin Dunkin, Susanna Honig, Rafael Palomino, Campbell Leaper. (2020). Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A shortterm longitudinal study. Journal of Research in Science Teaching.
Uegatani, Y., Nakawa, N., & Kosaka, M. (2021). Changes to tenth-grade Japanese students’ identities in mathematics learning during the COVID-19 pandemic. International Electronic Journal of Mathematics Education, 16(2), em0638.
Westaway, Lise. (2019) The role of reflexivity in the emergence and expression of teachers’ identities in teaching primary school mathematics. ZDM. 51: 481-492.
Copyright (c) 2023 Muhamat Hidayatul Ridho, Dadan Dasari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
