NOVEL APPROACHES FOR TEACHING MATHEMATICAL MODELING TO PRESERVICE TEACHERS: A SYSTEMATIC REVIEW
Abstract
This systematic review examines innovative approaches to teaching mathematical modeling to preservice mathematics teachers, emphasizing its role in bridging abstract mathematical theory and real-world application. The study aims to synthesize empirical research published between 2015 and 2024 to identify effective pedagogical strategies, assess their instructional outcomes, and address implementation challenges. The review follows PRISMA 2020 guidelines and includes 126 peer-reviewed studies selected through systematic searches across ERIC, Scopus, JSTOR, Web of Science, and Google Scholar. Thematic analysis revealed a strong transition from traditional problem-solving to context-based modeling instruction supported by approaches such as project-based learning, inquiry-based learning, technology-enhanced learning, flipped classrooms, and interdisciplinary integration. Key outcomes include enhanced modeling competencies, improved critical thinking, increased engagement, and reduced anxiety among preservice teachers. The review also identifies persistent barriers including limited modeling experience, mathematics anxiety, and resistance to pedagogical change. Proposed solutions involve curriculum redesign, professional development, and technology integration. The study concludes that embedding authentic, interdisciplinary modeling experiences into teacher education programs strengthens preservice teachers’ instructional readiness and fosters meaningful mathematics learning. These findings support the strategic incorporation of innovative and reflective teaching approaches to advance modeling competencies in future educators.
Kajian sistematis ini mengkaji pendekatan-pendekatan inovatif dalam pengajaran pemodelan matematika kepada calon guru matematika, dengan menekankan peran pemodelan dalam menjembatani teori matematika yang abstrak dengan penerapannya di dunia nyata. Studi ini bertujuan untuk mensintesis hasil-hasil penelitian empiris yang diterbitkan antara tahun 2015 hingga 2024 guna mengidentifikasi strategi pedagogis yang efektif, mengevaluasi hasil instruksionalnya, serta mengungkap tantangan dalam penerapannya. Kajian ini menggunakan panduan PRISMA 2020 dan menganalisis 126 artikel terpilih yang diperoleh dari basis data ERIC, Scopus, JSTOR, Web of Science, dan Google Scholar. Analisis tematik menunjukkan adanya pergeseran yang kuat dari pendekatan pemecahan masalah tradisional menuju pengajaran berbasis konteks yang melibatkan model matematika. Strategi-strategi seperti pembelajaran berbasis proyek, pembelajaran berbasis inkuiri, pembelajaran berbasis teknologi, kelas terbalik, serta integrasi lintas disiplin terbukti meningkatkan keterampilan pemodelan, pemikiran kritis, keterlibatan belajar, serta mengurangi kecemasan matematika pada calon guru. Kajian ini juga mengidentifikasi berbagai hambatan yang dihadapi, seperti keterbatasan pengalaman dalam pemodelan, resistensi terhadap inovasi pedagogis, dan minimnya pelatihan profesional. Solusi yang diusulkan mencakup perancangan ulang kurikulum, pengembangan profesional, dan integrasi teknologi dalam pembelajaran. Kajian ini menyimpulkan bahwa pengintegrasian pengalaman pemodelan matematika yang autentik dan lintas disiplin dalam program pendidikan guru mampu meningkatkan kesiapan instruksional calon guru dan mendorong pembelajaran matematika yang bermakna. Temuan ini mendukung perlunya penerapan strategi pengajaran inovatif dan reflektif dalam memperkuat kompetensi pemodelan di kalangan pendidik masa depan.
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