REFLEKSI PEMBELAJARAN MATEMATIKA INDONESIA MELALUI PERBANDINGAN DENGAN JEPANG

PELAJARAN DARI PISA 2022

Abstract

Indonesia consistently lags behind in international assessments such as PISA, particularly in mathematics, while Japan demonstrates a relatively stable and high performance. This study aims to reflect on mathematics learning in Indonesia by systematically comparing it with Japan, using the PISA 2022 results as a reference point. Employing a Systematic Literature Review (SLR) guided by the PRISMA protocol, this research analyzed 14 selected articles published between 2013 and 2023 that discuss mathematics learning in both contexts. The findings highlight several key factors underlying Indonesia’s lag: limited classroom practices that promote higher-order thinking, insufficient integration of technology, and weaknesses in teacher professional development. In contrast, Japan emphasizes collaborative problem solving, consistent curriculum implementation, and reflective teaching practices, which contribute to sustainable improvement. This study contributes to the discourse by presenting a reflective lens for Indonesian mathematics education and proposing best practices inspired by Japan. The implications suggest that adopting reflective and collaborative pedagogical approaches can help Indonesian students, particularly from Generation Z, develop meaningful learning experiences and enhance performance in global assessments.