Penelitian kajian Literature terkait kemampuan pembuktian matematis mahasiswa belum pernah dilakukan sebelumnya. Tujuan dalam penelitian ini adalah untuk menganalisis studi-studi kualitatif terkait kemampuan pembuktian matematis pada tahun 2018-2024. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR) dengan tahap PRISMA terhadap semua artikel hasil penelitian yang terindeks dalam Google Scholar. Strategi pencarian disesuaikan dengan kriteria seleksi dan melibatkan beberapa variable moderator yaitu tahun publikasi, indeks jurnal, materi penelitian. Data yang diperoleh disajikan secara deskriptif kuantitatif. Hasil dalam penelitian SLR ini memperlihatkan bahwa studi terkait kemampuan pembuktian matematis mahasiswa relative mengalami penurunan, meski sempat naik ditahun 2021 dan 2022, namun pada tahun 2023 dan 2024 mengalami penurunan drastis. Mayoritas materi penelitian paling banyak diteliti adalah Analisis Real, diikuti Teori Bilangan, Geometri, Aljabar, dan induksi Matematika. Disarankan untuk melakukan penelitian lebih lanjut dalam mengembangkan kemampuan pembuktian matematis siswa.                                                                                                               

The aim of this Systematic Literature Review research is to find a way that can help overcome the problems faced and identify different points of view regarding the problem being researched and reveal theories that are relevant to the problems in the research. The research method used is literature study. Electronic databases used by researchers include Google Scholar, Garuda. Next, all articles are extracted and only articles that are relevant and meet the inclusion criteria will be analyzed. The results of the research suggest that the main type of error in mathematical proof is conceptualization error. Students do not understand the meaning of the questions due to a lack of basic understanding and lack of literacy to understand the meaning of the questions given. This must be explored further to strengthen understanding of concepts and mastery of techniques and strategies in mathematical proof.

The purpose of this research is to find out about students' mathematical abilities and proofs when learning mathematics at the tertiary level. In this research, researchers used quantitative methods in the form of literature reviews or literature reviews, namely this research took data sources from books, journals and previous research that had been carried out. Apart from that, it is also based on the results of the researcher's analysis, where this theoretical reference can be used as a strong basis for understanding students' mathematical proof abilities. Based on the research results obtained by researchers, it is that students' mathematical proof abilities are not optimal, and based on the research results, the percentage of mathematical proof abilities obtained is less than optimal. The majority of students still have difficulty working on proof questions. This is due to various factors, one of which is that understanding of integers and their definitions and properties is still low.
 
 

Mathematics education student learning difficultis ar influenced bye several factors, both internal ands external. This research aims to identify and analyze they learning difficulties experienced by mathematics education study program students. The methods used as Systematic Literature Review (SLR) bye collecting and analyzis scientific articles related to student learning difficulties published in the last 10 years.

This research aims to comprehensively examine students’ mathematical proof abilities, including the factors that influence them and the efforts that can be made to improve these abilities. The method used in this study is a systematic literature review by analyzing various related research articles published in reputable scientific journals such as Springer Link and Semanthic Scholar. The results of the study show that students’ mathematical proof abilities are still relatively low, influenced by various factors such as conceptual understanding, reasoning ability, and experience in constructing proof. Several ways that can be done to improve students’ mathematical proof skills include developing teaching materials, implementing learning models that encourage proof activities, and providing systematic training and feedback. This study provides important implications for the development of mathematics learning in higher education, especially in efforts to improve students’ mathematical proof skills.

Real analysis is a course that requires formal proof of a formal definition. Almost all students have difficulty learning real analysis. These problems require the provision of learning models that can serve students who learn real analysis. The purpose of this study is to provide an overview or description of the Model to improve the quality of real analysis lectures. The method used in this study is Systematic Literature Review. The results of the study concluded that models to improve the quality of real analysis lectures are very diverse. Learning models such as the use of Flow Proof and Extended Triad Level ++ Learning Models, to the application of learning modules such as Project-Based Learning Modules can be effectively and efficiently used to improve the quality of real analysis lectures.

This article discusses the learning difficulties experienced by mathematics education students. Learning difficulties are a common challenge faced by students in the learning process, but for mathematics education students, these learning difficulties can have more complex implications. This article aims to identify factors that can cause learning difficulties for mathematics education students, as well as finding effective solutions to overcome these problems. This research uses qualitative methods by conducting interviews and observations of mathematics education students who experience learning difficulties. The research results show that factors such as a lack of understanding of mathematical concepts, anxiety about mathematics, and lack of motivation in learning are the main causes of learning difficulties for mathematics education students. To overcome these learning difficulties, this research recommends an approach that focuses on developing understanding of mathematical concepts, reducing anxiety about mathematics through a more interactive and creative approach, and providing appropriate motivation in the learning process. Apart from that, forming study groups and providing individual guidance are also considered effective in helping students overcome their learning difficulties. It is hoped that this article can provide a deeper understanding of the learning difficulties of mathematics education students and provide recommendations that can help improve the quality of mathematics learning for mathematics education students.