Tren Pengembangan LKPD Numerasi Berbasis Problem Based Learning pada Pembelajaran Matematika Sekolah Dasar: Kajian Literatur 2020-2025

Abstract

The numeracy skills of Indonesian elementary school students remain low, as reflected in the PISA 2022 results (ranked 68th) and the national Minimum Competency Assessment (AKM). One contributing factor is the use of instructional materials that tend to be procedural and lack contextual relevance. This study examines trends in the development of Problem Based Learning (PBL)-based Student Worksheets (LKPD) for elementary mathematics during 2020–2025, as a basis for developing numeracy-oriented LKPD. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted on 13 selected articles out of 1,288 initially identified through Google Scholar, ERIC, and Semantic Scholar. The findings reveal five trends: (1) the dominance of Research and Development (92.3%) using the Borg & Gall, 4-D, and ADDIE models, most of which were only partially implemented; (2) limited integration of real-life or ethnomathematical contexts (38.5%); (3) a focus on problem-solving and critical thinking competencies; (4) the predominance of printed LKPD (61.5%) over electronic LKPD (38.5%); and (5) all products were judged valid and feasible (≥80%), with learning gains generally in the moderate category (N-Gain 0.3–0.6). Identified research gaps include the absence of control groups in all studies, the lack of effectiveness data in some studies (23.1%), and no study measuring numeracy aligned with AKM. This review recommends developing PBL-based numeracy LKPD integrated with local or ethnomathematical contexts and aligned with AKM indicators, and testing it through quasi-experimental designs with control groups and pretest-posttest measures.