Pedagogical Innovations in Enhancing Students Mathematical Reflective Thinking: A Systematic Literature Review Indah Frantia Sari, Hepsi Nindiasari, Yuyu Yuhana
Universitas Sultan Ageng Tirtayasa
Abstract
Mathematical reflective thinking ability is an essential higher-order thinking skill that enables students to understand, evaluate, and improve their problem-solving processes in mathematics learning. However, this ability remains relatively low, highlighting the need for effective pedagogical innovation in mathematics education. This study aims to analyze various innovative learning models and approaches used to enhance students^ mathematical reflective thinking ability and to examine their effectiveness based on previous research. This study employs a Systematic Literature Review (SLR) method by analyzing relevant articles published in national and international journals indexed by SINTA and Scopus from 2020 to 2026. Data were collected through databases such as Google Scholar, SINTA, and Scopus. A total of 15 research articles that met the inclusion criteria were selected and analyzed through three stages: planning, conducting, and reporting. The findings indicate that pedagogical innovations, particularly student-centered learning models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Guided Discovery Learning, Brain-Based Learning, Cooperative Learning (FSLC), SSCS, STEAM, metacognitive approaches, and game-based contextual learning, generally have a positive effect on students^ reflective thinking ability. Most studies report significant improvements, although the level of effectiveness varies depending on instructional design and implementation. Furthermore, these pedagogical innovations demonstrate strong potential when integrated with technology-enhanced learning environments. In conclusion, pedagogical innovation plays a crucial role in improving students^ reflective thinking and supports the achievement of Sustainable Development Goal 4 (Quality Education).
