Think Talk Write (TTW) Learning Model For Improving Mathematical Problem-Solving Skills: Systematic Literature Review
DOI:
https://doi.org/10.17509/j-mer.v7i1.886Keywords:
Think Talk Write, Mathematical Problem Solving, Systematic Literature ReviewAbstract
Mathematical problem-solving skills are essential competencies that enable students to solve contextual and non-contextual problems in a structured manner. However, facts in the field show that these skills are lacking, which is reinforced by the decline in Indonesia's mathematics literacy scores in PISA 2022. This study aims to analyze and synthesize the effect of the Think Talk Write (TTW) learning model on improving students' mathematical problem-solving skills through the Systematic Literature Review (SLR) method. The research method used the PRISMA procedure by identifying 34 articles from databases such as Google Scholar, PubMed, ResearchGate, DOAJ, and ERIC. After screening based on inclusion criteria—such as quantitative experimental studies at the junior high and high school levels in Indonesia, published between 2016 and 2026, and indexed by SINTA—six main articles were selected for analysis. The results of the analysis show that the Think Talk Write learning model has a significant positive effect on students' mathematical problem-solving abilities. This model facilitates the cognitive process through the stages of Think (independent thinking), Talk (discussion), and Write (writing down solutions), which are directly related to problem-solving indicators such as understanding problems and planning solutions. The results of this study conclude that most of the research was found in 2018, 2022, and 2023. Much research has been conducted at the junior high school level, with algebra being the most common subject. Much of the research was found in journals indexed by SINTA 4, SINTA 3, and SINTA 2. In addition, this study concluded that the factors for the successful implementation of this model include sufficient time, teacher sensitivity to student constraints, and the provision of contextual problems in student worksheets. This study concludes that the Think Talk Write model is an effective alternative for teachers to improve the quality of mathematics learning at the secondary level.
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