Meta Analisis: Pengaruh Problem-Based Learning Terhadap Kemampuan Literasi Matematis Siswa Di Indonesia Tujuh Tahun Terakhir

Paloloang, Muhammad Fachri Baharuddin; Juandi, Dadang; Tamur, Maximus; Paloloang, Baharuddin; Adem, Angela Merici G

doi:10.24127/ajpm.v9i4.3049

Cited by 35 publications

(40 citation statements)

References 18 publications

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“…The current research shows that PBL has a positive impact on students' creative thinking in mathematics. This study's effect size is consistent with previous studies' findings (e.g., Susanti et al, 2020;Paloloang et al, 2020), but the findings of this study contribute to the literature on study characteristics that need to be considered in implementing PBL. Although it has been suggested that teachers need convincing information regarding PBL implementation, this finding is based only on the primary studies that met the inclusion criteria.…”

Section: Findings and Discussionsupporting

confidence: 91%

“…This finding is in line with the results of Susanti, Juandi, and Tamur (2020), who found an effect size of 0.79 when they synthesized the results from 12 articles comparing the effectiveness of PBL on mathematical communication skills. Similar results were found by Paloloang et al (2020), who found an effect size of 0.83 when they analyzed the results of 14 articles comparing the effectiveness of PBL on students' mathematical literacy abilities. However, this study's overall size is different from the results of Asror's (2016) study, which reported an effect size of 0.51 when he analyzed the impact of PBL on students' creative mathematical thinking.…”

Section: Findings and Discussionsupporting

confidence: 83%

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A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

Yunita

Juandi

Tamur³

et al. 2020

BetaJTM

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[English]: This study examined the effect of Problem-based Learning (PBL) on students' creative mathematical thinking in Indonesia during the last eight years using meta-analysis. Data were obtained from primary studies published in national journals, conference proceedings, and master thesis from 2012 to 2020. This study analyzed 19 effect sizes from 19 primary studies that fulfill the inclusion criteria. The effect size index used the Hedges' g equation and statistical analysis was assisted by comprehensive meta-analysis (CMA) software. The effect size variation test was conducted by analyzing the study's five characteristics, namely the year of study, level of education, sample size, length of treatment, and publication sources. Based on the analysis results, the overall effect size was 0.821, with a standard error of 0.130 at the 95% confidence interval (CI) referring to the random-effects model. The effect size is classified as moderate, meaning that PBL has a moderately positive effect on students' creative mathematical thinking. The results of the analysis of the characteristics of the study show that the application of PBL to improve students' mathematical creative thinking relates to the research year (Q = 55.683; p <0.05), the treatment duration (Q = 5.644; p <0.05), and publication sources (Q = 13.812; p <0.05). It was found that the PBL was more effective in conditions of treatment duration of fewer than four meetings. There is a tendency that PBL has a significant impact when it is first implemented. The findings' implications are discussed to provide important information as a basic idea for further PBL research and implementation. Keywords: Problem-based learning, Creative thinking, Meta-analysis [Bahasa]: Penelitian ini menguji pengaruh problem-based learning (PBL) terhadap berpikir kreatif matematis siswa di Indonesia selama delapan tahun terakhir melalui meta-analisis. Data diperoleh dari studi primer yang telah dipublikasikan di jurnal nasional, prosiding konferensi, dan tesis master tahun 2012-2020. Penelitian ini menganalisis 19 ukuran efek dari 19 studi primer yang memenuhi kriteria penyertaan. Indeks ukuran efek menggunakan persamaan Hedges' g dan analisis statistik dibantu oleh perangkat lunak comprehensive meta-analysis (CMA). Pengujian variasi ukuran efek dilakukan dengan menganalisis lima karakteristik penelitian yaitu tahun studi, tingkat pendidikan, ukuran sampel, lama perawatan, dan sumber publikasi. Berdasarkan hasil analisis, ukuran efek keseluruhan adalah 0,821, dengan kesalahan standar 0,130 pada interval kepercayaan 95% (CI) menurut model efek acak. Ukuran efek tergolong sedang, artinya penggunaan PBL berpengaruh positif sedang terhadap berpikir kreatif matematis siswa. Hasil analisis karakteristik penelitian menunjukkan bahwa penerapan PBL untuk meningkatkan berpikir kreatif matematis siswa berkaitan dengan tahun penelitian (Q = 55,683; p <0,05), durasi perlakuan (Q = 5,644; p <0,05) , dan sumber publikasi (Q = 13.812; p <0.05). Ditemukan bahwa PBL lebih efektif pada kondisi durasi perlakuan kurang dari 4 pertemuan. Terdapat kecenderungan bahwa PBL berdampak besar saat pertama kali diterapkan. Implikasi hasil penelitian dibahas untuk memberikan informasi penting sebagai ide dasar untuk penelitian dan implementasi PBL selanjutnya. Kata kunci: Problem-based learning, Berpikir kreatif, Meta-analysis

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Section: Findings and Discussionsupporting

confidence: 91%

Section: Findings and Discussionsupporting

confidence: 83%

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

Yunita

Juandi

Tamur³

et al. 2020

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“…It indicates that the characteristics of the sample size do not significantly lead to heterogeneity in the effect sizes of the whole studies in this meta-analysis study. This result was similar to the previous MA study that the sample size characteristics did not cause the heterogeneity of the effect size of the studies conducted in the meta-analysis process (Demirel & Dağyar, 2016;Suparman et al, 2021;Yunita et al, 2020;Paloloang et al, 2020).…”

Section: B Analysis Of the Study Characteristicssupporting

confidence: 90%

Using Problem-Based Learning to Enhance Mathematical Abilities of Primary School Students: A Systematic Review and Meta-Analysis

Suparman

Tamur²,

Yunita

et al. 2021

JTAM

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Several inconsistent research results regarding the effect of Problem-Based Learning (PBL) in enhancing Mathematical Abilities (MA) of primary school students have been reported widely by some researchers. To summarize, estimate, and evaluate the effect of PBL on MA of primary school students and investigate the study characteristics that provoked the heterogeneous effect size, a systematic review and meta-analysis was employed. Hedge's equation was employed to measure effect size using Comprehensive Meta-Analysis (CMA) software as an analysis tool. The synthesis of 16 relevant primary studies revealed that the overall implementation of PBL had a high positive effect (g = 1,050) significantly compared to conventional learning on MA of primary school students based on a random effect model. Moreover, the characteristics of the sampling technique, publication index, and MA significantly caused the heterogeneity of the effect size of PBL towards students' MA. Thus, these results suggest that primary school mathematics teachers should select PBL as one of the best solutions to enhance students' MA and consider the characteristics of students MA that will be improved. Besides, researchers should select random sampling as a sampling technique to select the sample and the literature indexed by Scopus as references to support the quality of research.

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“…This research has followed that stage. This stage has been implemented by other researchers in the field of education, for example (Turgut & Turgut, 2018;Paloloang et al, 2020;Suparman et al, 2021;Susanti et al, 2020;Yunita et al, 2020;Suparman, Tamur, et al, 2021;Tamur, Kusumah, et al, 2021;Sari et al, 2021). This research has also followed these stages which are detailed as follows:…”

Section: Methodsmentioning

confidence: 99%

Sejauh Mana Perbedaan Kemampuan Matematis yang diukur Memoderasi Efektivitas Pendekatan Ralistic Mathematics Education: Studi Meta-Analisis

Tamur¹,

Ndiung²,

Nurjaman

et al. 2021

J.Math.Edu.Nus

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Penelitian berbasis bukti tentang pengaruh Realistic Mathematical Education (RME) telah dilakukan. Namun, apakah perbedaan dalam variabel yang diukur memoderasi ukuran efek studi belum dieksplorasi. Untuk mengisi kesenjangan ini, perlu dilakukan studi meta-analisis yang dapat merangkum bukti pengaruh RME dan menganalisis bagaimana perbedaan variabel yang diukur dikaitkan dengan effect size (ES) dari penelitian tersebut. Sampel penelitian adalah studi individu tentang pengaruh RME pada berbagai kemampuan matematika yang diidentifikasi dari database ERIC, database Scopus, dan Google Scholar. Berdasarkan persyaratan inklusi, 54 sampel independen dari 38 studi individu dimasukkan dalam analisis dengan total 6140 siswa disertakan. Metode estimasi menggunakan model random-effect, dan software Comprehensive Meta-Analysis (CMA) digunakan sebagai alat pengolah data. Hasil analisis menunjukkan bahwa ES penelitian adalah 0,97. Hal ini menunjukkan bahwa secara keseluruhan penggunaan RME berpengaruh signifikan terhadap kemampuan matematika siswa. Hasil analisis moderator menjelaskan bahwa perbedaan variabel yang diukur memoderasi penerapan RME. Temuan ini berkontribusi pada penerapan RME di ruang kelas dan pengembangan RME lebih lanjut dengan mempertimbangkan kategori kemampuan yang diukur.

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Meta Analisis: Pengaruh Problem-Based Learning Terhadap Kemampuan Literasi Matematis Siswa Di Indonesia Tujuh Tahun Terakhir

Cited by 35 publications

References 18 publications

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

Using Problem-Based Learning to Enhance Mathematical Abilities of Primary School Students: A Systematic Review and Meta-Analysis

Sejauh Mana Perbedaan Kemampuan Matematis yang diukur Memoderasi Efektivitas Pendekatan Ralistic Mathematics Education: Studi Meta-Analisis

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