Meta Analisis: Pengaruh  Model Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis

Yustinaningrum, Bettri

doi:10.35974/jpd.v4i2.2519

Cited by 7 publications

(8 citation statements)

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“…Heterogeneity test results showed that the mean effect sizes did not differ across education levels (𝑄 = 0.075 and 𝑝 > 0.005). This is consistent with research conducted by (Yustinaningrum, 2021), who showed in his work that the impact of problem-based learning models has a tremendous impact on all educational levels, but (Yunita, Juandi, Hasanah, & Tamur, 2021), found that the effectiveness of project-based learning models was significantly more effective at the secondary education level compared to other educational levels. Mean effect size across education level groups from the effects of Creative Problem-Solving (CPS) learning models.…”

Section: Level Of Educationsupporting

confidence: 90%

The Effects of Creative Problem Solving Learning Model on Students' Mathematical Problem Solving Ability: Meta Analysis

Rahmawati

Juandi

Yulianti

2023

AIJP

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The Creative Problem Solving (CPS) learning model is often used as an alternative learning model that is considered to be able to improve students' mathematical problem-solving abilities. Therefore, many studies have related to the effect of the Creative Problem Solving (CPS) learning model on the mathematical problem-solving ability of students in Indonesia. The purpose of this study is to synthesize primary studies in the form of national journal articles or national proceedings with inclusion criteria: published in 2013-2022; articles published in national journals or national proceedings or indexed by SINTA; articles with experimental or quasi-experimental methods involving the experimental group and the control class; articles that include statistical data (sample size, mean value, standard deviation). The results of the study found that the overall effect size was 0.655 in the high effect category. Analysis of the level of variation in the study was carried out by considering two moderating variables, namely education level and sample size. The difference in education level was obtained ( and ), and the difference in sample size was obtained ( and ), which did not change the effect size of the implementation of the Creative Problem Solving (CPS) learning model on students' mathematical problem-solving abilities.

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Section: Level Of Educationsupporting

confidence: 90%

The Effects of Creative Problem Solving Learning Model on Students' Mathematical Problem Solving Ability: Meta Analysis

Rahmawati

Juandi

Yulianti

2023

AIJP

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“…For this reason, it is necessary to analyse, combine, and synthesise study results related to the application of ethnomathematical-based learning to describe in depth how much influence this learning has on increasing mathematical problemsolving abilities compared with the application of the ordinary learning. Yustinaningrum re-analyse the effect of the problem-based learning model on students' mathematical problem solving abilities (Yustinaningrum, 2021). Priska and Mawardi find the effect of the problem solving learning model and the problem posing learning model in improving critical thinking skills (Priska & Mawardi, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Ethnomathematics Based Learning on Mathematics Problem-Solving Ability: A Meta-Analysis

Apriatni

Syamsuri²,

Nindiasari³

et al. 2022

jptk

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The introducer of ethnomathematics defined ethnomathematics as mathematics practised among identified cultural groups. Ethnomathematics positively impacts the learning process either as a Moderate or an approach to, for example, problem-solving ability. Previous researchers have carried out several studies on implementing ethnomathematical-based learning to improve students’ problem-solving ability. However, the analysis shown is very varied, so it still raises doubts about the impact of learning using ethnomathematics on mathematical problem-solving abilities. This study aims to determine the correlation between ethnomathematical-based with students’ problem-solving skills. This study uses meta-analysis research, which combines several experimental Studies that collate the effectuality of ethnomathematical-based learning and regular instruction on improving the mathematical problem-solving ability. Relevant studies were searched through e-resources from Perpusnas databases with the specified keywords. There are 106 studies obtained from the search query. Fourteen studies were selected according to the inclusion and exclusion criteria. Meta-Mar was used to determine the joined effect size by analysing the selected studies. This study shows that the joined effect size of applied ethnomathematical-based learning in improving mathematical problem-solving skills is 1,04 and was classified as a strong effect. Therefore, it is deduced that ethnomathematical-based learning relies on mathematical problem-solving abilities. Statistically, the implementation of ethnomathematics-based learning in improving mathematical problem-solving ability is also influenced by the study’s characteristics at the level of education.

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“…Semua studi primer yang telah diidentifikasi diproses lebih lanjut dengan memberikan kode atau pengkodean pada studi primer. Pengkodean (coding) diperlukan untuk memudahkan pengumpulan dan analisis data sebagai salah satu syarat yang penting (Yustinaningrum, 2021). Nama peneliti, tahun, judul, dan sumber penelitian adalah variabel-variabel yang digunakan dalam membuat kode dan menghasilkan data yang dibutuhkan.…”

Section: Metodeunclassified

Meta analisis kemampuan pemecahan masalah matematis siswa pada implementasi contextual teaching and learning (CTL)

Khoirunnisa,

Iwan Junaedi,

Iqbal Kharisudin

et al. 2024

J. Pembelajaran Matematika Inovatif

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The purpose of this study is to review the improvement of students' mathematical problem solving skills in the implementation of Contextual Teaching and Learning (CTL) from several articles in previous studies comprehensively and in depth in various schools, materials, or classes. This research method uses meta-analysis which consists of five stages, namely the definition of the research problem, data collection, coding process, statistical analysis, and presentation of results.. Based on the results of the study, it is obtained that the effect size value is included in the three categories of medium, large, and very large which means that the increase in mathematical problem solving ability on the implementation of Contextual Teaching and Learning (CTL) and the results of the calculation of the two means test can be found that then is rejected which means that the average experimental group is better than the control group. Thus, there is an increase in students' mathematical problem solving ability in the implementation of Contextual Teaching and Learning (CTL).

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Meta Analisis: Pengaruh Model Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Matematis

Cited by 7 publications

References 0 publications

The Effects of Creative Problem Solving Learning Model on Students' Mathematical Problem Solving Ability: Meta Analysis

The Effects of Creative Problem Solving Learning Model on Students' Mathematical Problem Solving Ability: Meta Analysis

The Influence of Ethnomathematics Based Learning on Mathematics Problem-Solving Ability: A Meta-Analysis

Meta analisis kemampuan pemecahan masalah matematis siswa pada implementasi contextual teaching and learning (CTL)

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