INTEGRASI META-ANALISIS DALAM DESIGN THINKING: KERANGKA BERBASIS BUKTI UNTUK PEMECAHAN MASALAH MATRIKS
DOI:
https://doi.org/10.32500/jebe.v7i2.10968Keywords:
Design Thinking, MEAR-MOS, pemecahan masalah matriks, meta-analisis, scaffolding adaptifAbstract
Pemecahan masalah matriks menghadirkan hambatan epistemologis signifikan dalam pendidikan matematika, terutama saat siswa beralih dari konteks nyata ke model formal. Instrumen pembelajaran yang ada kerap dikembangkan berdasarkan intuisi perancang, sehingga validitas empirisnya terbatas. Penelitian ini bertujuan mengembangkan dan memvalidasi kerangka hibrida MEAR-MOS (Matrix Nearpod–Desmos) yang mengintegrasikan meta-analisis ke dalam fase Ideasi Design Thinking, sehingga desain instruksional berbasis bukti dapat dihasilkan. Urgensi penelitian ini terletak pada kebutuhan mendesak untuk menjembatani kesenjangan antara abstraksi konseptual siswa dan keterbatasan pedagogis guru, yang selama ini menghambat efektivitas pembelajaran matriks di kelas. Analisis diagnostik terhadap 70 siswa dan 9 guru menyoroti kesenjangan instrumental: belum tersedia media tervalidasi yang menggabungkan visualisasi dinamis dengan manajemen kelas terstruktur. Untuk menjawab hal ini, meta-analisis atas 12 studi utama (2020–2025) dilakukan, menghasilkan ukuran efek gabungan besar (g = 0.940, p < 0.001). Heterogenitas tinggi (I² = 90%) justru membuka ruang identifikasi moderator pedagogis, seperti scaffolding adaptif dan visualisasi geometris, yang kemudian disintesis ke dalam prototipe. Temuan menunjukkan bahwa integrasi meta-analisis dalam Design Thinking meningkatkan ketelitian metodologis dalam menjembatani hambatan epistemologis, sekaligus menyediakan model instruksional adaptif yang tervalidasi untuk kelas matematika abad ke-21.
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