KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS MAHASISWA: SLR DALAM PERSPEKTIF EPISTEMIK DAN DISKURSIF
DOI:
https://doi.org/10.33603/e.v13i1.11833Kata Kunci:
penalaran matematis, komunikasi matematis, praktik epistemik, diskursus matematis, pendidikan tinggiAbstrak
Penalaran dan komunikasi matematis merupakan dua dimensi fundamental dalam pembelajaran matematika di pendidikan tinggi yang sering dikaji secara terpisah. Artikel ini bertujuan untuk merekonstruksi hubungan keduanya melalui perspektif epistemik–diskursif, dengan memandang penalaran dan komunikasi matematis sebagai praktik yang saling mengonstitusi dalam aktivitas matematika mahasiswa. Penelitian ini menggunakan pendekatan systematic literature review terhadap artikel-artikel jurnal bereputasi internasional yang terbit dalam sepuluh tahun terakhir dan membahas penalaran, komunikasi, argumentasi, serta diskursus matematis pada konteks pendidikan tinggi. Sintesis dilakukan menggunakan thematic synthesis yang diperkaya dengan analisis teoretis. Hasil kajian menunjukkan bahwa penalaran matematis tidak dapat dipahami secara utuh tanpa mempertimbangkan dimensi komunikatif dan norma diskursif yang memediasinya, sementara komunikasi matematis berfungsi sebagai medium berpikir dan pembentukan makna, bukan sekadar sarana ekspresi. Berdasarkan temuan tersebut, artikel ini mengusulkan sebuah kerangka konseptual integratif yang memposisikan argumentasi matematis dan norma epistemik sebagai penghubung utama antara penalaran dan komunikasi matematis mahasiswa. Artikel ini berkontribusi secara teoretis dengan menawarkan reposisi konseptual yang relevan bagi penelitian dan pembelajaran matematika di pendidikan tinggi.
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