A Systematic Literature Review on Research Gaps in the Pedagogical Competence of Junior High School Mathematics Teachers in Indonesia
DOI:
https://doi.org/10.53797/aspen.v5i2.2.2025Keywords:
Indonesia, Junior High School, Mathematics Teachers, Pedagogical Competence, Research Gap, Systematic Literature ReviewAbstract
The pedagogical competence of Junior High School (SMP) mathematics teachers is a crucial factor in the effectiveness of teaching and student learning outcomes. However, systematic reviews of research trends, findings, and gaps remain limited. This study aims to conduct a systematic literature review (SLR) on the pedagogical competence of SMP mathematics teachers in Indonesia, focusing on: (1) mapping research trends, methodologies, and geographical scope of previous studies; (2) analyzing key findings regarding teachers’ mastery of pedagogical competence and influencing factors; (3) identifying research gaps, including the scarcity of longitudinal studies, long-term intervention evaluations, and integration of technology in teaching practices; and (4) providing an empirical basis for strategies to improve teacher competence and to guide future research in a more systematic, relevant, and impactful manner. The study employed the SLR method based on PRISMA guidelines, conducting a literature search on Google Scholar, DOAJ, ERIC, Garuda, and Scopus using relevant keywords, and applying inclusion criteria for peer-reviewed articles published between 2021 and 2025. Of the 109 identified articles, 13 met the inclusion criteria and were analyzed in depth. The results indicate that SMP teachers’ pedagogical competence is multidimensional, encompassing teaching skills, content mastery, technology integration, student creativity development, and personal competencies. It is influenced by factors such as educational background, teaching experience, training, practical mentoring, certification, literacy, and technological capabilities. Effective strategies to enhance competence include academic supervision, MGMP (teacher working groups), practical mentoring, and innovative training. Nevertheless, longitudinal studies, long-term evaluations, comparisons of mentoring models, and cross-regional research remain limited. The study’s implications emphasize the need to strengthen supervision, mentoring, and technology-based innovation to improve student learning quality and creativity, providing a foundation for more systematic and impactful future research.
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