Analysis of Cambridge Curriculum Implementation in Mathematics Learning in Indonesia: A Systematic Literature Review

Higher education institutions across the United States have developed global learning initiatives to support student achievement of global awareness and global perspective, but assessment options for these outcomes are extremely limited. A review of research for a global learning initiative at a large, Hispanic-serving, urban, public, research university in South Florida found a lack of instruments designed to measure global awareness and global perspective in the context of an authentic performance assessment. This quasi-experimental study explored the development of two rubrics for the global learning initiative and the extent to which evidence supported the rubrics’ validity and reliability. One holistic rubric was developed to measure students’ global awareness and the second to measure their global perspective. The study utilized a pretest/posttest nonequivalent group design. Multiple linear regression was used to ascertain the rubrics’ ability to discern and compare average learning gains of undergraduate students enrolled in two global learning courses and students enrolled in two non-global learning courses. Parallel pretest/posttest forms of the performance task required students to respond to two open-ended questions, aligned with the learning outcomes, concerning a complex case narrative. Trained faculty raters read responses and used the rubrics to measure students’ global awareness and perspective. Reliability was tested by calculating the rates of agreement among raters. Evidence supported the finding that the global awareness and global perspective rubrics yielded scores that were highly reliable measures of students’ development of these learning outcomes. Chi-square tests of frequency found significant rates of inter-rater agreement exceeding the study’s .80 minimum requirement. Evidence also supported the finding that the rubrics yielded scores that were valid measures of students’ global awareness and global perspective. Regression analyses found little evidence of main effects; however, post hoc analyses revealed a significant interaction between global awareness pretest scores and the treatment, the global learning course. Significant interaction was also found between global perspective pretest scores and the treatment. These crossover interactions supported the finding that the global awareness and global perspective rubrics could be used to detect learning differences between the treatment and control groups as well as differences within the treatment group.

Critical thinking ability is a fundamental ability in the process of developing other thinking abilities in improving students' intellectual abilities, especially in learning mathematics. One factor that influences critical thinking skills is emotional intelligence, especially awareness of controlling one's emotions. This research aims to apply a literature review in analyzing mathematical critical thinking skills in terms of emotional intelligence. The research method used in this research is a Systematic Literature Review (SLR) by reviewing relevant literature regarding critical thinking abilities in terms of emotional intelligence. Data collection was carried out through article searches using Publish or Perish on Google Scholar, Scopus, and Semantic Scholar with a publication range from 2015 to 2024. Article selection was carried out based on inclusion and exclusion criteria to obtain 10 journals that were relevant and suitable for further analysis. Based on the results of the analysis, it show that: (1) The type of research that is most widely used is quantitative, whereas other types of research are the qualitative and mixed method; (2) Most levels of education are at the junior high school level while other levels include elementary school, high school, and university students (3) Emotional intelligence has a positive relationship with students' mathematical critical thinking abilities (4) Factors that influence students' critical thinking abilities in terms of students' emotional intelligence are negative emotions such as stress, and frustration and negative thoughts that dominate and limit students' abilities. Based on research findings, good emotional handling strategies are needed in the learning process so that students can develop critical thinking skills optimally. Future research could explore more deeply the mechanisms of how emotional intelligence influences mathematical critical thinking abilities, as well as examine the effectiveness of interventions designed to improve emotional intelligence and mathematical critical thinking abilities simultaneously. Keywords: mathematical critical thinking ability, emotional intelligence, systematic literature review.

Í greininni eru könnuð viðhorf framhaldsskólakennara til viðfangsefna er lúta að gagnrýninni og skapandi hugsun í upprifjunaráföngum í stærðfræði. Byggt er á viðtalsrannsókn þar sem fimm kennarar úr þremur framhaldsskólum tóku þátt. Tekin voru viðtöl bæði áður en og eftir að kennararnir lögðu verkefni fyrir nemendur í upprifjunaráföngum, þar sem beita þurfti gagnrýninni og skapandi hugsun við lausnaleit. Kennsluáætlanir áfanga voru einnig greindar. Niðurstöðurnar benda til þess að viðhorf kennaranna til slíkra viðfangsefna séu almennt jákvæð. Tillögur komu fram um það hvernig slíkt efni mætti tvinna við annars konar verkefni en skiptar skoðanir voru um sýnidæmi og lausnir í stærðfræðinámi. Í aðalnámskrá framhaldsskóla er lögð áhersla á að nemendur öðlist hæfni í stærðfræðilegri hugsun og röksemdafærslu. Vísbendingar eru um að skortur sé á viðfangsefnum í stærðfræðinámsefni fyrir nemendur í upprifjunaráföngum framhaldsskóla sem reyna á þá hæfni.

This study expanded on current research on study abroad and global learning, using the Global Perspective Inventory (GPI), and conducted at Florida International University (FIU) in Miami, FL. The GPI assesses the holistic development of a global perspective in higher education within three domains and their respective FIU-determined equivalents: cognitive (global awareness), intrapersonal (global perspective), and interpersonal (global engagement). The main purpose of this study was to assess FIU’s undergraduate students’ perceptions of study abroad on their level of achievement of global awareness, global perspective, and global engagement. The secondary purpose was to determine how the students described their study abroad experience and achievement of global learning. The research design for this study consisted of parallel mixed methods. The quantitative component was an ex post facto with hypothesis design, using a pretest/posttest nonequivalent group methodology. FIU undergraduates (N=147) who studied abroad for one semester or more completed the GPI pre- and post-tests. Descriptive statistics and paired t-tests were conducted to compare the means. The interviews included 10 students, and were analyzed through Structural coding, Saldaña’s In Vivo coding, and Value coding. Quantitative analyses indicated positive changes in the students’ global awareness and global perspective. These analyses also showed that the FIU students achieved higher post-test means on all the domains of the GPI compared to other studies. Qualitative analyses showed that the students’ experiences incorporated all three global learning outcomes, most notably global awareness and perspective.

Mathematics as one of the basic subjects, has a crucial role in students' cognitive development. However, students often find it difficult to interpret abstract mathematical concepts. The main purpose of this systematic literature review is to examine in depth the effectiveness of using educational games in mathematics learning in elementary schools. The research method used in this article is the Systematic Literature Review (SLR) with the Prisma approach. The results of the study show that during the 2020-2024 period, the integration of educational games in mathematics learning made a positive contribution to students' cognitive development. Educational games not only develop students' academic achievements in the short term, but also help them improve their critical thinking skills, collaboration, and creativity that are useful for life. Based on the results and discussion, it can be concluded that the use of educational games has proven to be effective in mathematics learning in elementary schools. Educational games are able to change the perspective of mathematics learning from being initially difficult to being easier. Therefore, it is recommended for educators to use educational games appropriately in the learning process in the classroom, especially mathematics learning. The implications of this study will provide a comprehensive synthesis of evidence and direct future research on how educational games affect mathematics learning.

The ASSURE model is a method for designing and implementing lessons developed to optimize the teaching and learning process, particularly in integrating educational technologies. This model assists teachers in creating highly flexible lessons, enabling students to acquire knowledge more effectively through the use of technology and modern teaching methods. AI Chatbots facilitate the automation of responses and support personalized learning for students, while gamification provides an engaging learning environment that helps students develop critical thinking and problem-solving skills in mathematics through the incorporation of game elements. Research findings indicate that the combination of AI Chatbots and gamification in teaching can enhance students’ learning of mathematics, while also increasing engagement and motivation. This paper approaches the ASSURE model and proposes a teaching process utilizing AI Chatbots combined with gamification in a self-regulated learning framework, aiming to guide teachers in organizing mathematics instruction in a scientific and effective manner.

The STEM/STEAM approach provides opportunities for students to develop critical thinking skills through the integration of different disciplines. This study aims to provide a comprehensive picture of the extent to which the STEM/STEAM approach develops critical thinking skills in mathematics teaching and learning. A systematic literature review (SLR) was conducted using guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). We searched Springer Link, Eric, and Google Scholar for 21 articles on critical thinking published between 2018 and 2022. The results show that most of the lead authors studying critical thinking through STEM/STEAM are from Indonesia, with fewer contributions coming from the United States, Taiwan, Saudi Arabia, Turkey, Japan, and Malaysia. The most common research methods used are quantitative research and R & D. These methods correspond to the types of data collection tools used by researchers and critical thinking tests to identify critical thinking skills for the cognitive aspect and questionnaires for the affective aspect. The best practice for improving learner’s mathematical critical thinking skills in STEM/STEAM is Project-Based Learning (PBL). However, this practice is not used by many development researchers. The authors find distinctive features in the interventions used by researchers to improve the critical thinking of learners from each country. The most common intervention was an analysis of the implementation of the STEM/STEAM approach in Indonesia. Many Indonesian researchers also developed learning models and media. Other countries focused more on computer-based activities, developing community programs, and identifying participants' perceptions of critical thinking. These differences give each country its own characteristics in improving and identifying the critical thinking skills of its people. These differences in practices and interventions can also provide alternatives for researchers in their research on critical thinking through the STEM/STEAM approach.

With the development of the times and the reform of educational concepts, higher education in music faces the real challenge of transforming from traditional teaching models to modern, informational, and diversified methods. Traditional music teaching methods emphasize the inheritance of skills, emotional cultivation, and technical reproduction, with strong cultural accumulation and historical continuity; while modern teaching methods focus more on the student's subjectivity, the use of technological tools, and global perspectives, emphasizing individual expression and interdisciplinary integration. Currently, universities still face multiple issues in the process of integrating these two teaching models, such as conflicts in teaching philosophies, imbalanced resource allocation, fragmented curriculum structures, and structural shortcomings in faculty abilities. This paper analyzes the basic characteristics and differences between traditional and modern music teaching methods, identifies the main barriers in the integration process of higher music education, and proposes strategies for optimizing the curriculum system, restructuring faculty capabilities, and improving the evaluation mechanism. These suggestions aim to provide practical references for the reform of music education in universities.

The purpose of this article is to describe the definition and characteristics of critical thinking disposition, mathematics learning in the independent curriculum, and to analyze the urgency of critical thinking disposition in mathematics learning, especially in the application of mathematics learning in the independent curriculum. This research is descriptive research using the systematic literature review method through searching for accurate and relevant references, namely articles, books, and other relevant sources. From the results of the analysis, it is concluded that the urgency of critical thinking disposition in mathematics learning in the independent curriculum can be seen from several dimensions of the Pancasila student profile, especially the critical reasoning dimension which involves critical thinking disposition and needs to be built optimally and balanced in mathematics learning; the things that are emphasized in mathematics learning in the independent curriculum and involve critical thinking disposition include mathematical problem solving activities, student independence in understanding the mathematics material, and discussion and collaboration activities; mathematics learning models in the independent curriculum that direct students to involve critical thinking disposition; and projects to strengthen the Pancasila student profile in mathematics learning which involve critical thinking disposition in activities and their assessments

Improving students' critical thinking skills is the goal of 21st-century learning. Therefore, this Systematic Literature Review (SLR) aims to find the techniques for improving students' critical thinking skills, especially in mathematics education. Data collection was obtained from scopus database. 24 publications published between the years 2018 to 2022 were retrieved for further analysis. Various tools were employed, they are; Microsoft excel and VostViewer. The result of the analysis showed that the techniques used to improve critical thinking skills include teaching methods, teaching materials, robotic coding activities, teacher attitudes, and the Olympics. The teaching method mostly used to improve critical thinking in mathematics education which is popularly used is Problem Based Learning (PBL) and Science Technology Engineering Mathematics (STEM) approach. This literature review is intended to help educators better understand learning tools to enhance students' critical thinking skills. This can make the mathematics learning process more creative and meaningful.

Mathematics Curriculum Evaluation

Critical thinking can be surely taught and practiced for all educational graders. However, in educational field, it is still few teachers who facilitate students’ mathematics critical thinking. The aims of this study is to know whether the implementation of practical learning method significantly affects students’ mathematics critical thinking skills in learning mathematic at junior high school. The significances of the study are to give students’ active role in learning process, to improve students’ comprehension towards mathematic concept, and to upgrade students’ mathematics critical thinking. This research method is experiment method with design path analysis. The population was taken from all eighth graders which are 265 students of SMP N 3 Sumber period 2014/2015. The, the random sampling was used to gain 44 students of VIII E grade. The technique of data collection including questionnaire and essay test was used. The results of questionnaire showed that 25 or 57 % students gave responses very positively toward the implementation of practical learning method. Then, 19 or 43% students gave positive response toward the implementation of practical learning method. The result of t-test showed that there is a linier relationship between practical learning method and mathematics critical thinking with = 1,341 X. Coefficient with positive response means that there is a significant relationship between practical learning method and mathematics critical thinking by implementing practical learning methods very often may improve students’ mathematics critical thinking. According to the result of t-test, it is showed that t account = 6,509 > t tabel = 2,020. It can be concluded that the implementation of practical learning method significantly affect students’ mathematics critical thinking at VIII E grade of SMP Negeri 3 Sumber Kabupaten Cirebon. Keywords : Practical Learning Methods, Critical Thinking Skills

Learning in higher education is expected to be able to optimize students' critical thinking skills. However, learning mathematics during the pandemic encountered many obstacles affecting students' critical thinking skills. Furthermore, even before the pandemic occurs, mathematics education students still face difficulties optimizing their critical thinking skills. This study aims to analyze the level of critical thinking skills of mathematics education students during the pandemic and the learning models that can be applied to improve these abilities through online learning. The method used is a systematic literature review (SLR) on Google Scholar, ERIC, Science Direct, and DOAJ databases restricted for publish year in 2019-2022. The findings are the level of critical thinking ability of mathematics education students varies depending on the course used in the research. Secondly, several models or learning media can be applied in online classes during the pandemic to improve the critical thinking skills of mathematics education students. Some of them are a combination of Google meet with scaffolding-based online Geogebra, E-Academic based on collaborative learning, PDEODE strategy. The use of Geogebra Javascript, Realistic Mathematics Education approach, Problem Based Learning, using e-books instead conventional books and articles in newspapers as learning media.

Mathematics learning at the elementary school level plays a crucial role in developing students’ logical thinking, analytical skills, and problem-solving abilities to prepare them for future challenges. This study aims to analyze the effectiveness of the Make a Match learning method in enhancing mathematics learning outcomes through a systematic literature review approach. The method employed is a Systematic Literature Review (SLR) that analyzes various relevant empirical studies. The results indicate that the implementation of the Make a Match model significantly improves student motivation, active participation, and academic achievement in mathematics, as reflected in the increased average scores and mastery levels. The citation distribution shows fluctuations, peaking at 55% in 2021 and declining to 7% in 2024, despite the number of publications reaching 273 articles in 2024, indicating high research productivity and potential for increased citation impact in the future. The findings suggest that the Make a Match learning model can serve as an innovative alternative to optimize mathematics learning processes in elementary schools while supporting the development of 21st-century skills among students. Therefore, the Make a Match model is recommended as an effective strategy to improve mathematics learning outcomes at the elementary education level.

Critical thinking skills are an essential competency in 21st-century mathematics learning. This study aims to analyze trends in innovation in mathematics learning models that contribute to the development of students' critical thinking skills through a systematic literature review approach. Articles were collected from various scientific databases such as Google Scholar, ERIC, ScienceDirect, and accredited national journals, with inclusion criteria being publications from 2015–2025, full access, and relevance to the topic. Of the 15 selected articles, it was found that learning models such as Problem-Based Learning (PBL), Realistic Mathematics Education (RME), Project-Based Learning (PjBL), STEM-based learning, and digital media integration such as Wordwall are the dominant approaches that have proven effective. These models are able to develop critical thinking dimensions such as analysis, evaluation, reflection, and problem-solving. However, challenges in implementation such as teacher readiness and limited resources remain major obstacles. This study recommends strengthening teacher training and policy support as strategic steps in encouraging the adoption of innovative learning models that have an impact on improving the quality of students' critical thinking.