Systematic Literature Review: Barisan Fibonacci sebagai Konteks Pengembangan Self-Regulated Learning dalam Pembelajaran Matematika

Dhea Arsita Sari; Azainil Azainil; Ariantje Dimpudus

doi:10.31004/riggs.v5i2.9678

Authors

Dhea Arsita Sari Universitas Mulawarman
Azainil Azainil Universitas Mulawarman
Ariantje Dimpudus Universitas Mulawarman

DOI:

https://doi.org/10.31004/riggs.v5i2.9678

Keywords:

Barisan Fibonacci, Self-Regulated Learning, Pembelajaran Matematika, Kemandirian Belajar, Systematic Literature Review

Abstract

Penelitian ini bertujuan untuk mengkaji potensi Barisan Fibonacci sebagai konteks pengembangan Self-Regulated Learning (SRL) dalam pembelajaran matematika melalui pendekatan Systematic Literature Review (SLR). Self-Regulated Learning merupakan kemampuan siswa dalam merencanakan, memantau, mengendalikan, dan mengevaluasi proses belajar secara mandiri sehingga siswa mampu mengembangkan tanggung jawab, disiplin, dan kesadaran terhadap proses belajarnya. Barisan Fibonacci dipilih karena memiliki karakteristik pola, rekursi, dan keterkaitan dengan berbagai fenomena alam, seni, arsitektur, serta budaya yang dapat mendukung pembelajaran matematika yang kontekstual, menarik, dan bermakna. Penelitian dilakukan dengan mengumpulkan dan menganalisis artikel ilmiah yang diperoleh dari database Google Scholar, ERIC, Scopus, ScienceDirect, dan GARUDA. Proses kajian mengikuti tahapan PRISMA yang meliputi identifikasi, penyaringan, kelayakan, dan inklusi artikel berdasarkan kriteria relevansi, kualitas, dan keterbaruan penelitian. Hasil kajian menunjukkan bahwa penggunaan Barisan Fibonacci dalam pembelajaran matematika mampu mendukung perkembangan berbagai dimensi SRL, seperti penetapan tujuan belajar, pemantauan diri, regulasi strategi, motivasi intrinsik, evaluasi diri, serta kemampuan reflektif siswa. Selain itu, pendekatan pembelajaran berbasis etnomatematika, proyek, pemecahan masalah terbuka, dan pemrograman reflektif yang memanfaatkan konteks Fibonacci terbukti meningkatkan motivasi belajar, pemahaman konsep, kreativitas, kemampuan berpikir logis, komunikasi matematis, dan partisipasi aktif siswa. Temuan ini menunjukkan bahwa Barisan Fibonacci tidak hanya berfungsi sebagai materi matematika, tetapi juga sebagai konteks pembelajaran inovatif yang efektif dalam mengembangkan kemandirian belajar siswa pada pembelajaran matematika abad ke-21.

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