Strengthening mathematical resilience through the implementation of self-directed learning models

Abstract

This study examines the role of self-directed learning (SDL) in strengthening mathematics resilience among students. Mathematics resilience is crucial for students to persist and maintain motivation in facing mathematics challenges. This study employed a literature review approach, analyzing empirical studies from national and international sources published between 2021 and 2025. This study employed a systematic literature review. Through this method, researchers collected, reviewed, and analyzed various written sources relevant to the topic of self-directed learning in strengthening mathematics resilience. The primary data sources in this study came from relevant national and international journal articles published within the last five years (2021–2025) obtained from Google Scholar, ERIC, Scopus, and DOAJ. The analysis technique used in this research is literature triangulation. The findings indicate that SDL enhances student autonomy, metacognitive skills, and problem-solving abilities, which are essential components of mathematics resilience. National studies emphasized the practical implementation of SDL through modules, problem-based learning, and group discussions, while international research focused on the conceptual and emotional aspects of resilience, highlighting the role of motivation and emotion regulation. This study revealed that SDL, particularly when integrated with digital tools, fosters a collaborative learning environment that further supports resilience. The results indicate that SDL is an effective strategy for developing both the cognitive and affective aspects of mathematics resilience.