Pemetaan Riset Integrasi Toulmin dan Literasi Data pada Pembelajaran Menulis Teks Eksposisi

• Ulfah Nurzulfa Setiadi

  Universitas Pendidikan Indonesia, Bandung, Jawa Barat

• Andoyo Sastromiharjo

  Universitas Pendidikan Indonesia, Bandung, Jawa Barat

• Vismaia S Damaianti

  Universitas Pendidikan Indonesia, Bandung, Jawa Barat

• Yeti Mulyati

  Universitas Pendidikan Indonesia, Bandung, Jawa Barat

Transformasi pendidikan abad ke-21 menuntut pembelajaran menulis teks eksposisi yang tidak hanya menekankan struktur kebahasaan, tetapi juga kualitas penalaran dan penggunaan data sebagai dasar argumentasi. Pola argumen Toulmin dan literasi data telah banyak dikaji secara terpisah, namun kajian yang secara sistematis memetakan integrasi keduanya dalam pembelajaran menulis teks eksposisi masih terbatas dan terfragmentasi. Penelitian ini bertujuan menganalisis tren penelitian, karakteristik metodologis, temuan utama, serta kesenjangan riset terkait integrasi pola argumen Toulmin dan literasi data dalam pembelajaran menulis teks eksposisi. Penelitian menggunakan pendekatan systematic literature review yang dipadukan dengan analisis bibliometrik, mengikuti panduan PRISMA 2020. Penelusuran literatur dilakukan pada basis data Scopus, Google Scholar, dan Semantic Scholar dengan rentang publikasi tahun 2014–2025 menggunakan kombinasi kata kunci terkait Toulmin, literasi data, dan pembelajaran menulis. Dari 277 dokumen awal, sebanyak 19 artikel memenuhi kriteria inklusi dan dianalisis secara kualitatif serta divisualisasikan menggunakan VOSviewer. Hasil penelitian menunjukkan bahwa penerapan pola argumen Toulmin efektif meningkatkan struktur dan kejelasan argumentasi tulisan, namun integrasi literasi data masih cenderung bersifat implisit dan belum menjadi fokus pembelajaran utama. Selain itu, penelitian didominasi oleh konteks EFL dan pendidikan tinggi, dengan keterbatasan kajian pada pembelajaran bahasa Indonesia dan jenjang sekolah menengah. Penelitian ini menegaskan perlunya pengembangan model pembelajaran menulis teks eksposisi yang secara eksplisit mengintegrasikan pola argumen Toulmin, literasi data, dan kesadaran metakognitif, serta disesuaikan dengan konteks linguistik dan budaya Indonesia.

Mapping Research on Toulmin Integration and Data Literacy in Learning to Write Expository Texts

The transformation of twenty-first-century education calls for the teaching of expository writing that goes beyond linguistic structure to foreground the quality of reasoning and the use of data as a basis for argumentation. While Toulmin’s argumentation pattern and data literacy have been widely examined as separate constructs, systematic accounts of their integration in expository writing instruction remain limited and fragmented. This study aims to analyse research trends, methodological characteristics, key findings, and research gaps related to the integration of Toulmin’s argumentation pattern and data literacy in expository writing instruction. Adopting a systematic literature review combined with bibliometric analysis, the study follows the PRISMA 2020 guidelines. Literature searches were conducted in Scopus, Google Scholar, and Semantic Scholar, covering publications from 2014 to 2025 and employing keyword combinations related to Toulmin, data literacy, and writing instruction. Of the 277 records initially identified, 19 articles met the inclusion criteria and were subjected to qualitative synthesis and bibliometric visualisation using VOSviewer. The findings indicate that the application of Toulmin’s argumentation pattern effectively enhances the structural coherence and clarity of written arguments; however, data literacy is often addressed implicitly and has yet to become a central focus of writing instruction. In addition, existing studies are predominantly situated in EFL contexts and higher education, with limited attention to Indonesian language instruction and secondary education. These findings underscore the need for the development of expository writing pedagogies that explicitly integrate Toulmin’s argumentation pattern, data literacy, and metacognitive awareness, while being responsive to linguistic and cultural contexts.

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