Generative learning strategy in Mathematics education: a systematic literature review

Generative Learning is a strategy that have become increasingly in year 2020 to year 2024 among learners to actively engage with the material to construct their own understanding. However, not many instructors use this strategy in teaching and learning process and need to expose to the proper way to execute this strategy in classroom. The objective of this article is to reveal a systematic literature review about generative learning strategies in Mathematics teaching and learning process by analyzing its trend in Generative Learning Strategy (GLS). The review processes included five main methodological steps, namely guided by review protocol, formulation of research questions, systematic searching strategies based on identification, screening, and eligibility based on several well-known electronic databases such as Scopus and Google Scholar. The review process was then followed by analyzing 21 articles that were brought to quality appraisal, data extraction and analysis. The findings showed how the generative learning affects individuals in learning process. These findings can be used as a reference for teachers to be implement these as learning strategies that can involve students' in cognitive aspects to enable meaningful learning. These findings also provide educators with insight into the information processing occurring in a person's cognition and reveal several learning strategies that align with information processing theory and also have the potential to guide future research in this field. The results of these findings are important source for teachers to improve Mathematics lesson in teaching and learning process, whereas researchers and policymakers to improve the quality of mathematics education.

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