Systematic Literature Review On The Application Of Questioning Strategies In Mathematics Learning To Improve Student Understanding
DOI:
https://doi.org/10.17509/j-mer.v7i1.883Keywords:
Questioning Strategy, mathematics learning, students’s understanding, HOTS, systematic literature reviewAbstract
Students’ low understanding in mathematics learning remains a significant issue influenced by the limited effectiveness of classroom interaction and teaching strategis, particularly questioning strategies used by teachers. This study aims to systematically review the implementation of questioning strategies in mathematics learning to improve students’ understanding. The research employed a Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Literature searches wereconducted through Google Scholar, ERIC, and ScienceDirect databases covering publications from 2016 to 2026. Through the stages of identification, screening, eligibility, and inclusion, eightrelevant articles were selected for further analysis. The findings indicate that questioning strategies play a significant role in improving students’ understanding, critical thinking skills, mathematical reasoning, and classroom engagement. Effective questioning types include open-ended questions, Higher Order Thinking Skills (HOTS) questions, as well as conceptual andreflective questions Furthermore, systematically designed questioning strategies, such as sequencing questions and probing questions, were found to deepen students’ conceptualunderstanding in mathematics learning. However, the implementation of questioning strategies in classrooms is still not optimal because teachers tend to rely on closed-ended questions and provide limited feedback to support students’ exploration of ideas. Therefore, it is necessary to develop more systematic questioning strategy models and provide teacher training to create interactive, meaningful, and student-centered mathematics learning.
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