Discovery Learning dan Project-Based Learning dalam Komunikasi Matematis Siswa: A Comparative Systematic Literature Review
DOI:
https://doi.org/10.28918/circle.v6i2.2611Abstract
Mathematical communication is recognized as a fundamental competence in contemporary mathematics education; however, its development through effective learning models remains a significant pedagogical challenge. This study aims to examine the comparative roles of Discovery Learning (DL) and Project-Based Learning (PjBL) in enhancing students' mathematical communication skills. A Systematic Literature Review (SLR) was conducted following the PRISMA guidelines, analyzing 25 empirical studies published between 2016 and 2026. The findings indicate distinct functional differences between the two learning models. Discovery Learning primarily strengthens written mathematical communication, particularly in symbolic representation and formal reasoning, through structured stages such as data processing and verification. Conversely, Project-Based Learning is more effective in fostering oral communication and contextual argumentation through project design activities and collaborative presentations. This study also identifies several moderating variables, including learning styles and self-efficacy, which influence the effectiveness of both models in facilitating mathematical communication. Overall, the findings suggest that no single model is independently capable of covering all dimensions of mathematical communication. Therefore, a strategic integration of Discovery Learning and Project-Based Learning can provide a more comprehensive instructional approach to developing students' mathematical communication skills in the mathematics classroom.
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References
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