Studi Meta-Analisis: Pengaruh Model Discovery Learning Berbantuan Geogebra Terhadap Kemampuan Berpikir Kritis Matematis Siswa

Anjarwati, Devita; Juandi, Dadang; Nurlaelah, Elah; Hasanah, Aan

doi:10.31004/cendekia.v6i3.1506

Cited by 10 publications

(14 citation statements)

References 8 publications

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“…More specific, a few meta-analysis studies showed that the use of mathematics software, such as DGS and CAS had significant positive effect in cultivating students' geometric and algebraic achievement [92][93][94][95]. In case of DGS, some meta-analysis studies reported that a few specific geometry software, such as CABRI 3D and GeoGebra also had significant effect on students' geometry and algebra learning outcomes [11,[96][97][98][99][100][101]. All of those meta-analysis reports conclude that ICT-based or -assisted mathematics learning is effective in enhancing or cultivating students' mathematics achievement.…”

Section: Relevant Secondary Studiesmentioning

confidence: 99%

“…Numerous meta-analysis studies regarding ICT-based orassisted mathematics learning and mathematics achievement examined the involvement of several substantial factors, such as educational level [9,10,84,85], instrument [13,[86][87][88], participant [82,89,91,103], intervention duration [92][93][94]104], class capacity [11,96,97], mathematical content [98][99][100]105], and school geographical location [10,106]. Moreover, some meta-analysis studies found that those factors, such as class capacity, educational level, intervention duration, participant, mathematical content, instrument, and school geographical location significantly differentiated students' mathematics achievement in ICT-based or -assisted mathematics learning [9-11, 86, 88, 91, 93, 94, 97, 100, 101].…”

Section: Substantial Factormentioning

confidence: 99%

“…Moreover, some meta-analysis studies found that those factors, such as class capacity, educational level, intervention duration, participant, mathematical content, instrument, and school geographical location significantly differentiated students' mathematics achievement in ICT-based or -assisted mathematics learning [9-11, 86, 88, 91, 93, 94, 97, 100, 101]. Several meta-analysis studies, however, revealed that there was no sufficient evidence to state that these factors, such as class capacity, educational level, intervention duration, participant, mathematical content, instrument, and school geographical location significantly differentiated students' mathematics learning outcome in mathematics learning activities utilizing ICT [13,82,84,85,87,89,90,92,95,96,98,99,106]. Of those reports, it can be hypothesized that several factors, such as class capacity, educational level, participant, intervention duration, learning environment, technology used, mathematical content, instrument type, and the role of technology have a potential role in differentiating students' numerical literacy in ICT-based or -assisted mathematics learning.…”

Section: Substantial Factormentioning

confidence: 99%

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ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Ariani

2024

IJIET

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Numerous empirical studies related to the use of Information and Communication Technology (ICT) in mathematics learning for enhancing numerical literacy have been increasingly carried out in three last decades. Of those studies, however, it can be stated that ICT-based or -assisted mathematics learning has an inconsistent effect on numerical literacy. Consequently, this recent study aims to examine the effectiveness of ICT-based or -assisted mathematics learning on numerical literacy skills, and several substantial factors in differentiating students’ numerical literacy. A systematic review combined to meta-analysis was performed to carry out this study whereby 53 documents published in the period of 2001–2023 were involved as the data. Overall, those documents generated 64 units of effect size and 6,599 students. Some tests, such as Z, Q Cochrane, fill & trim, and funnel plot were used to analyze the data. The results of this current study reported that ICT-based or -assisted mathematics learning had positive moderate effect (g = 0.527; p < 0.05) on students’ numerical literacy, and significantly enhanced students’ numerical literacy. Additionally, educational level, learning environment, intervention duration, and instrument type were significant factors in differentiating students’ numerical literacy. Meanwhile, there was no sufficient evidence to state that other substantial factors, such class capacity, participant, technology used, mathematical content, and technology role significantly affected students’ heterogeneous numerical literacy. This study suggests mathematics educator, such as teacher and lecturer to integrate ICT in mathematics learning, especially in enhancing numerical literacy. Moreover, they have to consider some factors, such as educational level, learning environment, intervention duration, and instrument type in performing ICT-based or -assisted mathematics lesson, mainly in cultivating students’ numerical literacy.

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Section: Relevant Secondary Studiesmentioning

confidence: 99%

Section: Substantial Factormentioning

confidence: 99%

Section: Substantial Factormentioning

confidence: 99%

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ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Ariani

2024

IJIET

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“…Kesulitan tersebut dapat juga disebabkan karena ilmunya dianggap abstrak dan kompleks, serta penggunaan model pembelajaran yang kurang tepat. Kesulitan tersebut dapat mengakibatkan rendahnya hasil belajar (Anjarwati et al, 2022;Gulo & Harefa, 2022).…”

Section: Pendahuluanunclassified

Analisis Kemampuan Berpikir Kritis Siswa Dengan Menggunakan Model Pembelajaran Creative Problem Solving

Zalukhu¹,

Harefa²,

Mendrofa³

2022

Educativo: Jurnal Pendidikan

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Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kritis siswa setelah dilakukan proses pembelajaran dengan menggunakan model pembelajaran Creative Problem Solving. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kuantitatif. Penelitian dilaksanakan di kelas XI MIPA-4 SMA Negeri 3 Gunungsitoli dengan jumlah siswa sebanyak 35 orang. Data dikumpulkan melalui tes kemampuan berpikir kritis dan wawancara. Berdasarkan hasil penelitian rata-rata kemampuan berpikir kritis dengan menggunakan model pembelajaran Creative Problem Solving berada pada kategori cukup. Hal ini dapat dilihat pada kemampuan berpikir kritis siswa pada saat melakukan observasi awal sebesar 54,2% berada pada kualifikasi cukup, setelah dilakukan pembelajaran dengan menggunakan model Creative Problem Solving rata-rata kemampuan berpikir kritis siswa mengalami peningkatan sebesar 57,3% berada pada kualifikasi cukup. Hal ini dapat ditunjukkan dari kemampuan berpikir kritis siswa per indikator, pada tahap interpretasi rata-rata kemampuan berpikir kritis siswa sebesar 35,04, tahap analisis siswa sebesar 69,52. Tahap evaluasi siswa sebesar 66,01. Tahap inferensi siswa sebesar 58,28.

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“…Added to the research by Paloloang et al (2020) and Sari et al (2018) that the application of PBL has an effect at the university level compared to the junior high and high school/vocational school levels. The level of education influences the application of the Discovery Learning learning model (Anjarwati et al, 2022). Likewise, in research conducted by Tamur et al (2021), the application of STEM learning is influenced by educational level.…”

Section: Introductionmentioning

confidence: 98%

The Effect of Cooperative Learning Models on The Students' Mathematical Critical and Creative Thinking Ability: Meta-Analysis Study

2023

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This study aims to describe the results of the study and examine the effect of the implementation of the Cooperative learning model on the students' mathematical critical and creative thinking abilities and obtain an effect size when viewed based on educational level, sample size, and research demographics from the primary studies being analyzed. This research is quantitative research with a meta-analysis research design. The research sample that met the inclusion criteria consisted of 34 primary studies of mathematical critical thinking ability (the total effect size of the studies was 39) and 23 primary studies of mathematical creative thinking ability (the total effect size of the studies was 24). Based on the research findings, it was found that the overall effect of the implementation of the cooperative learning model on the students' mathematical critical thinking skills had a significant effect with an effect size of 0.792. Overall, implementing the cooperative learning model on the students' mathematical creative thinking ability had a significant effect with an effect size of 0.696. In addition, there is no difference in mathematical creative and critical thinking abilities between the students who studied in the cooperative class and those who studied other than in the cooperative class in terms of education level and sample size. There is no difference in mathematical critical thinking skills between the students who studied in the cooperative class and those who studied other than in the cooperative class in research demography. However, there are differences in mathematical creative thinking abilities between the students who studied in the cooperative class and the students who studied other than in the cooperative class in terms of research demography.

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Studi Meta-Analisis: Pengaruh Model Discovery Learning Berbantuan Geogebra Terhadap Kemampuan Berpikir Kritis Matematis Siswa

Cited by 10 publications

References 8 publications

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Analisis Kemampuan Berpikir Kritis Siswa Dengan Menggunakan Model Pembelajaran Creative Problem Solving

The Effect of Cooperative Learning Models on The Students' Mathematical Critical and Creative Thinking Ability: Meta-Analysis Study

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