The Effect of the Use of Learning Technologies on Students^ Mathematical Problem-Solving Skills: A Systematic Literature Review
Hanif Roihan Fikri, Hepsi Nindiasari, Aan Hendrayana, Anwar Mutaqin

Mastery of modern mathematics requires students to possess profound problem-solving and critical thinking skills- however, its abstract scientific nature often poses a significant cognitive challenge, especially when taught using conventional methods. As a solution, the integration of interactive technologies such as GeoGebra, Desmos, and electronic student worksheets (E-LKPD), combined with appropriate pedagogical approaches-such as Problem-Based Learning (PBL) and the TPACK framework-has proven crucial in visualizing abstract concepts while facilitating student reasoning. Given the lack of comprehensive literature mapping on this matter, this study conducts a Systematic Literature Review (SLR) using the PRISMA protocol to analyze the trends in technology types, the integration of learning models, as well as the opportunities and barriers of their implementation over the past five years, aiming to provide data-driven recommendations for the development of mathematics curricula in the digital era.

Abstract

Mathematical problem-solving ability is an essential 21st-century competence, yet students^ achievement remains low due to the abstract nature of the subject and the dominance of conventional pedagogy. Digital transformation offers potential solutions, but the effectiveness of various technological instruments needs to be comprehensively synthesized. This study aims to critically evaluate and synthesize the literature regarding the effect of technology on students^ mathematical problem-solving skills. This study employed a Systematic Literature Review (SLR) design following the PRISMA 2020 protocol guidelines. Based on the screening process and eligibility criteria, 24 empirical articles from the 2019-2025 period were critically analyzed. The review results indicate that technology integration, particularly dynamic software (GeoGebra, Desmos) and interactive E-LKPDs, significantly improves mathematical problem-solving skills. The technology operates through cognitive offloading mechanisms and immediate corrective feedback that facilitates self-regulated learning. Furthermore, the effectiveness of technology is proven to be highly dependent on constructivist pedagogical orchestration, where technology functions as scaffolding within Problem-Based Learning (PBL) and Creative Problem Solving (CPS) models. Nevertheless, this review also reveals structural barriers in the form of teachers^ TPACK deficits and the threat of an ^illusion of competence^ among students due to reliance on application automation. In conclusion, technology is not the sole determinant of success, but rather a cognitive reorganization instrument that requires precise instructional design to create meaningful mathematical experimental environments.

Keywords: Mathematical Problem-Solving Ability- Learning Technology- E-LKPD- Systematic Literature Review- PRISMA- TPACK.

Topic: STEM Education