PEMAHAMAN KONSEP MATEMATIS: DARI KOGNISI INDIVIDUAL MENUJU PRAKTIK EPISTEMIK–DISKURSIF
DOI:
https://doi.org/10.33603/e.v13i1.11834Kata Kunci:
pemahaman konsep matematis, pendidikan tinggi, praktik epistemik, diskursus matematika, systematic literature reviewAbstrak
Pemahaman konsep matematis merupakan tujuan fundamental pembelajaran matematika, khususnya di pendidikan tinggi yang menuntut mahasiswa untuk berinteraksi dengan konsep abstrak, struktur formal, dan relasi antarkonsep. Meskipun demikian, berbagai penelitian menunjukkan bahwa praktik pembelajaran masih cenderung menekankan keberhasilan prosedural dibandingkan kedalaman pemahaman konseptual. Artikel ini bertujuan untuk mensintesis secara sistematis penelitian tentang pemahaman konsep matematis mahasiswa dengan mengadopsi perspektif epistemik–diskursif. Penelitian ini menggunakan pendekatan systematic literature review terhadap artikel-artikel terindeks Scopus periode 2014–2024 yang berfokus pada pendidikan tinggi. Hasil kajian menunjukkan bahwa pemahaman konsep matematis dikonstruksi melalui interaksi antara representasi matematis, diskursus dan komunikasi, penalaran matematis, serta norma epistemik yang berlaku dalam pembelajaran. Temuan juga mengungkap bahwa pemahaman konsep tidak dapat dipahami semata-mata sebagai atribut kognitif individual, melainkan sebagai praktik yang berkembang melalui partisipasi mahasiswa dalam aktivitas matematika formal. Berdasarkan sintesis tersebut, artikel ini mengusulkan sebuah kerangka konseptual integratif yang memosisikan pemahaman konsep matematis sebagai praktik epistemik–diskursif. Kerangka ini diharapkan dapat memperkaya kajian teoretis serta menjadi dasar bagi penelitian dan desain pembelajaran matematika di pendidikan tinggi.
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