Systematic Literature Review (SLR): Peran Regulasi Diri dan Kecerdasan Emosional terhadap Hasil Belajar dan Kemampuan Pemecahan Masalah Matematika Peserta Didik
DOI:
https://doi.org/10.61104/alz.v4i3.6005Keywords:
Regulasi Diri, Kecerdasan Emosional, Hasil Belajar Matematika, Kemampuan Pemecahan Masalah Matematika.Abstract
Penelitian ini bertujuan untuk mengkaji peran regulasi diri (self-regulated learning/SRL) dan kecerdasan emosional (emotional intelligence/EI) terhadap hasil belajar dan kemampuan pemecahan masalah matematika peserta didik melalui pendekatan Systematic Literature Review (SLR). Dari 250 artikel yang ditelusuri melalui Scopus, Google Scholar, dan ERIC, sebanyak 15 artikel lolos seleksi dan menjadi bahan kajian dalam penelitian. Hasil sintesis menunjukkan bahwa regulasi diri (self-regulated learning/SRL) berpengaruh signifikan terhadap hasil belajar matematika, baik secara langsung maupun dalam beberapa studi penelitian yang menyatakan bahwa regulasi diri (self-regulated learning/SRL) sebagai variabel perantara yang menjembatani pengaruh faktor psikologis terhadap capaian akademik. Selain itu, kecerdasan emosional (emotional intelligence/EI) juga ditemukan berkontribusi terhyadap hasil belajar matematika, terutama melalui kemampuan peserta didik dalam mengelola emosi, meningkatkan motivasi, dan menjaga konsentrasi selama proses pembelajaran. Terhadap kemampuan pemecahan masalah, komponen metakognisi dalam regulasi diri (self-regulated learning/SRL) meliputi kemampuan merencanakan, memantau, dan mengevaluasi proses berpikir, yang berperan penting dalam proses berpikir tingkat tinggi. Kemampuan pemecahan masalah matematika merupakan salah satu bentuk penerapan kemampuan berpikir tingkat tinggi, karena melibatkan proses analisis, evaluasi, dan pengambilan keputusan dalam menyelesaiakan masalah. Sementara kecerdasan emosional (emotional intelligence/EI) berperan terhadap kemampuan pemecahan masalah matematika dengan menekan kecemasan matematika yang dapat menghambat proses kognitif, dan meningkatkan motivasi instrik peserta didik yang mendorong ketekunan dan strategi penyelesaian yang lebih efektif. Secara simultan, regulasi diri (self-regulated learning/SRL) dan emosional (emotional intelligence/EI) saling melengkapi, dimana emosional (emotional intelligence/EI) menyediakan landasan afektif yang memungkinkan regulasi diri (self-regulated learning/SRL) berfungsi secara optimal. Sinergi ini berdampak pada peningkatan hasil belajar matematika serta kemampuan pemecahan masalah, karena peserta didik mampu mengelola emosi sekaligus mengatur strategi berpikir secara efektif. Temuan ini menegaskan perlunya integrasi regulasi diri (self-regulated learning/SRL) dan emosional (emotional intelligence/EI) dalam desain pembelajaran matematika yang efektif.
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