Epistemological Obstacle pada Materi Pecahan Senilai dan Implikasinya terhadap Pengembangan Media Pembelajaran: Sebuah Systematic Literature Review
DOI:
https://doi.org/10.21831/jpms.v14i2.99786Keywords:
Hambatan epistemologi, Media interaktif, Pecahan senilaiAbstract
Penelitian ini bertujuan untuk mensintesis bentuk epistemological obstacle pada materi pecahan senilai beserta implikasinya terhadap kebutuhan pembelajaran dan pengembangan media pembelajaran. Penelitian ini menggunakan metode Systematic Literature Review (SLR). Data diperoleh dari basis data Google Scholar, DOAJ, ERIC, dan ScienceDirect dengan rentang publikasi tahun 2021–2026. Berdasarkan proses pencarian, ditemukan 137 artikel yang akan diseleksi, kemudian diperoleh 12 artikel yang memenuhi kriteria inklusi. Hasil sintesis menunjukkan bahwa terdapat empat bentuk epistemological obstacle, yaitu natural number bias, additive thinking, lack of unit awareness, dan fragmented concept. Pembelajaran perlu dirancang secara interaktif dan kontekstual agar dapat memfasilitasi pemahaman konsep secara lebih bermakna. Selain itu, pembelajaran juga membutuhkan media pembelajaran yang bersifat kontekstual, visual, interaktif, dan eksploratif. Dengan demikian, epistemological obstacle pada pecahan senilai dipengaruhi oleh keterbatasan siswa dalam membangun hubungan antar representasi dan memahami konsep secara utuh. Oleh karena itu, pembelajaran dan media pembelajaran perlu dirancang secara kontekstual, visual, interaktif, dan eksploratif untuk membantu siswa membangun pemahaman konseptual yang lebih bermakna terhadap pecahan senilai. Temuan ini dapat menjadi dasar dalam menyusun media pembelajaran untuk mendukung pemahaman konsep pecahan senilai secara lebih bermakna.
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