Evaluation of mathematics learning in secondary schools: analysis and recommendations
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mathematics,
innovative learning,
secondary school,
systematic literature review
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Abstract
Effective mathematics learning at the secondary school level is essential for developing conceptual understanding as a foundation for more complex mathematical learning. However, mathematics instruction still faces various challenges, particularly in teaching methods and student engagement. This study aims to evaluate mathematics learning processes in secondary schools, analyze factors influencing learning effectiveness, and formulate strategic recommendations for improving instructional quality. The study employed a Systematic Literature Review (SLR) method by examining scientific articles collected from Google Scholar, ResearchGate, SINTA, DOAJ, and Scopus. The findings indicate that students’ low conceptual understanding, particularly in algebra and geometry, is influenced by the dominance of traditional lecture methods, limited contextual problems, insufficient use of instructional media and technology, and low levels of motivation and self-confidence. Student-centered approaches, including cooperative learning, Problem-Based Learning, Project-Based Learning, inquiry, Contextual Teaching and Learning, and Flipped Classroom, supported by educational technology, effective classroom management, and continuous evaluation, can improve student engagement and mathematics learning outcomes.
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