Kaitan Neuropsikologi dengan Metode Rumah Perkalian: Sebuah Studi Literatur

Abstract

Learning multiplication in elementary schools often faces difficulties due to the use of conventional methods that are abstract and require memorization, making it difficult for students to understand the relationships between numbers and patterns in mathematical operations. The Multiplication House Method emerged as a visual-structural approach that presents the multiplication process through a house representation with a specific space, which helps students observe numerical relationships more concretely. From a neuropsychological perspective, this approach aligns with how the brain works, involving working memory, visual-spatial processing, executive function, and the formation of long-term schemas in mathematics learning. This study applied the Systematic Literature Review (SLR) method based on the guidelines of Kitchenham (2007), Snyder (2019), and PRISMA (2021), with literature searches conducted in Scopus, Google Scholar, and Garuda and data analysis using Thematic Analysis Braun & Clarke (2006). The results showed that the Multiplication House Method was effective in reducing working memory load, improving conceptual understanding through visual representation, strengthening retention with a dual coding approach, and helping students with learning difficulties. Furthermore, this method supports the formation of an organized knowledge structure and reduces math anxiety through a multisensory approach that is appropriate for the cognitive development of elementary school-aged children. Thus, the Multiplication House Method has a solid neuropsychological foundation and has the potential to be an effective and cognitively friendly multiplication learning strategy for students.