PENGUATAN LITERASI MATEMATIS DAN PEMECAHAN MASALAH PADA PEMBELAJARAN MATEMATIKA SEKOLAH DASAR: A SYSTEMATIC LITERATURE REVIEW

Abstract

Mathematical literacy and problem-solving are central competencies in primary mathematics because they enable students to reason, formulate, employ, and interpret mathematics in meaningful contexts. This systematic literature review synthesizes recent international evidence on instructional approaches, task characteristics, learner factors, and teacher-related conditions that strengthen these competencies in elementary education. The review followed PRISMA 2020 principles and focused on peer-reviewed international publications from 2021-2025, complemented by authoritative OECD evidence. Searches and evidence mapping emphasized mathematical literacy, mathematical word-problem solving, problem posing, mathematics anxiety, digital technology, and primary mathematics pedagogy. The synthesis shows that effective mathematics learning is characterized by explicit but conceptually oriented problem-solving instruction, cognitively demanding and linguistically accessible tasks, opportunities to represent and discuss multiple strategies, contextual problem situations, purposeful use of digital tools, and responsive teacher scaffolding. A 2025 meta-analysis of 115 reports involving 20,456 elementary students found a large average effect of word-problem interventions (g = 0.95), while recent reviews also demonstrate the importance of task language, numerical structure, TPACK, and affective variables. Mathematics anxiety consistently constrains performance, whereas self-efficacy, supportive teacher-student relationships, and high-quality instruction can buffer its effects. The review concludes that primary mathematics improvement should integrate conceptual understanding, mathematical reasoning, authentic problem solving, formative assessment, digital pedagogy, and affective support rather than treating these elements separately.