Berpikir Kritis Matematis Siswa SMP pada Soal HOTS Statistika Berbasis Facione: Kajian Literatur Sistematis

Abstrak

ABSTRAK
Artikel ini disusun sebagai kajian literatur sistematis mengenai kemampuan berpikir kritis matematis siswa SMP/MTs pada soal HOTS materi statistika dengan menggunakan kerangka Facione. Kajian dilakukan karena pembelajaran statistika tidak cukup dinilai dari kemampuan menghitung rata-rata, median, atau modus, tetapi juga dari cara siswa membaca data, memilih informasi, memberi alasan, dan memeriksa kembali simpulannya. Penelusuran literatur dilakukan melalui Google Scholar, GARUDA, SINTA, ERIC, dan sumber terbuka lain dengan rentang publikasi 2015-2026. Dari 50 dokumen awal, dilakukan penyaringan berdasarkan kesesuaian topik, akses naskah penuh, jenjang pendidikan, dan relevansi terhadap berpikir kritis matematis, HOTS, statistika, atau indikator Facione. Sebanyak 20 literatur utama digunakan dalam sintesis. Hasil kajian menunjukkan bahwa indikator interpretasi dan analisis relatif lebih mudah tampak pada jawaban siswa, sedangkan evaluasi, inferensi, eksplanasi, dan self-regulation masih menjadi bagian yang sering lemah. Pada soal statistika, kesulitan siswa muncul ketika harus menafsirkan data, memilih strategi, menyusun kesimpulan berbasis bukti, dan menuliskan alasan secara runtut. Kajian ini merekomendasikan pembelajaran berbasis masalah kontekstual, LKPD investigatif, diskusi data, soal HOTS bertahap, dan rubrik penilaian yang menilai proses berpikir, bukan hanya hasil akhir.
Kata Kunci: Berpikir Kritis Matematis_1, HOTS_2, Statistika_3, Indikator Facione_4, Kajian Literatur Sistematis_5
ABSTRACT
This article presents a systematic literature review of junior high school students' mathematical critical thinking in solving HOTS statistics problems using Facione's framework. The review was conducted because statistics learning should not only be judged from students' ability to calculate mean, median, or mode, but also from how they read data, select relevant information, justify decisions, and review their conclusions. Literature was searched through Google Scholar, GARUDA, SINTA, ERIC, and other open sources within the 2015-2026 publication range. From 50 initial documents, articles were screened based on topic relevance, full-text accessibility, school level, and connection with mathematical critical thinking, HOTS, statistics, or Facione indicators. Twenty main studies were synthesized. The review showed that interpretation and analysis tended to appear more clearly in students' answers, while evaluation, inference, explanation, and self-regulation were often less developed. In statistics tasks, students commonly struggled when interpreting data, choosing strategies, drawing evidence-based conclusions, and explaining their reasoning coherently. This review recommends contextual problem-based learning, investigative worksheets, data discussion, gradual HOTS questions, and assessment rubrics that value thinking processes as well as final answers.
Keyword: Mathematical Critical Thinking_1, HOTS_2. Statistics_3, Facione Indicators_4, Systematic Literature Review_5