Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro
Kajian Literatur Sistematis: Efektivitas Multi-Representasi terhadap Kemampuan Kognitif Siswa SMA pada Materi Fisika
Abstract
Kemampuan kognitif siswa SMA dalam pembelajaran fisika, khususnya pemahaman konsep dan kemampuan pemecahan masalah, masih menjadi tantangan yang belum terselesaikan secara optimal. Pendekatan multi-representasi telah banyak diterapkan sebagai solusi, namun hasil penelitian yang ada masih menunjukkan inkonsistensi sehingga diperlukan kajian sistematis untuk mengidentifikasi kondisi di mana pendekatan ini efektif atau tidak efektif dalam konteks pembelajaran fisika SMA. Penelitian ini bertujuan untuk menganalisis secara sistematis efektivitas pendekatan multi-representasi terhadap kemampuan kognitif siswa SMA pada pembelajaran fisika, serta mengidentifikasi faktor-faktor implementasi yang memengaruhi efektivitasnya. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan teknik narrative synthesis. Penelusuran literatur dilakukan pada database Google Scholar dan ScienceDirect menggunakan Publish or Perish, dengan rentang tahun publikasi 2015–2025. Dari 650 artikel yang teridentifikasi, sebanyak 10 artikel memenuhi kriteria inklusi dan dianalisis lebih lanjut. Hasil kajian menunjukkan bahwa pendekatan multi-representasi efektif dalam meningkatkan pemahaman konsep dan kemampuan pemecahan masalah siswa SMA pada berbagai materi fisika. Namun, efektivitas tersebut sangat bergantung pada kualitas implementasi, khususnya tingkat integrasi antar representasi, strategi pembelajaran yang digunakan, dan ketersediaan scaffolding yang memadai. Temuan ini menegaskan bahwa multi-representasi bukan sekadar variasi penyajian materi, melainkan strategi kognitif yang efektif apabila diterapkan secara terintegrasi dan terstruktur dalam pembelajaran fisika SMA.
High school students' cognitive abilities in physics learning, particularly conceptual understanding and problem-solving skills, remain a challenge that has not been optimally resolved. The multi-representation approach has been widely applied as a solution, however existing research findings still show inconsistencies, necessitating a systematic review to identify the conditions under which this approach is effective or ineffective in the context of high school physics learning. This study aims to systematically analyze the effectiveness of the multi-representation approach on high school students' cognitive abilities in physics learning, as well as to identify implementation factors that influence its effectiveness. The method used is Systematic Literature Review (SLR) with narrative synthesis technique. Literature searches were conducted on Google Scholar and ScienceDirect databases using Publish or Perish, covering publications from 2015 to 2025. Out of 650 identified articles, 10 articles met the inclusion criteria and were further analyzed. The results show that the multi-representation approach is effective in improving conceptual understanding and problem-solving abilities of high school students across various physics topics. However, its effectiveness highly depends on the quality of implementation, particularly the level of integration between representations, the learning strategies employed, and the availability of adequate scaffolding. These findings confirm that multi-representation is not merely a variation in material presentation, but an effective cognitive strategy when implemented in an integrated and structured manner in high school physics learning.
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DOI: http://dx.doi.org/10.24127/jlpp.v11i1.5172
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