The effects of multiple intelligences theory on learning success: A meta-analysis in social science

Syafi’i, Ahmad; Machali, Imam; Putro, Nur Hidayanto Pancoro Setyo; Retnawati, Heri; ‘Aziz, Hafidh

doi:10.11591/ijere.v11i2.22223

Cited by 6 publications

(5 citation statements)

References 36 publications

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“…Robotic learning technology clearly has a good, high impact on student learning outcomes, as evidenced by the random effect value's average effect size of r RE = 0.993. The interpretation of this category is based on Cohen's d (1988), which states that (r = 0.1) is the low category, (r = 0.5) is the medium category, and (r = 0.8) is the high category [78,79]. In more detail, the forest plot image Fig.…”

Section: ) Heterogeneity Resultsmentioning

confidence: 99%

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

2024

IJIET

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In the current era of technological development, robotic technology is widely used in educational institutions, especially in vocational high schools. Thus, the purpose of this meta-analysis is to experimentally test how effective robotic technology is when used in the overall learning process to improve the learning ability of vocational school students. The methodology of this study is a meta-analysis using a random effects hedging model with the number of studies used is 56 studies and taken from Google Scholar, ScienceDirect, and Proquest databases from 2014 to 2023. The effect size data analysis technique was used to find the impact on each study, and the JASP application was used to conduct meta-analyses on all studies. The study’s conclusions showed that there was no publication bias and that, at a 95% confidence level, the average effect size of incorporating robotic technology into the learning process was 0.993 (high category). According to this study, introducing robotic technology into the classroom significantly affects students’ learning outcomes. The findings indicate that the utilization of robotic technology in vocational schools can serve as an effective pedagogical instrument, fostering the development of computational thinking, creativity, innovation, communication, and teamwork skills among students. Proficiency in these skills is vital for students to acquire in light of the technological progressions in the 21st century.

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Section: ) Heterogeneity Resultsmentioning

confidence: 99%

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

2024

IJIET

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“…This study used the meta-analysis method which is one of the research methods with a quantitative approach [5], [6]. This method has been repeatedly used in the field of educational research and evaluation [7], [8]. The stages of the study consisted of: i) problem formulation; ii) literature search and selection; iii) database development; iv) determination of effect size method and it is integration; and v) publication bias analysis.…”

Section: Methodsmentioning

confidence: 99%

Innovative learning methods of Islamic education subject in Indonesia: a meta-analysis

Jayanegara,

Mukhtarom,

Marzuki

2024

IJERE

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This study aimed to evaluate the effects of innovative learning methods in the Islamic education (ISE) subject on learning motivation, learning activity, and learning achievement of students in the elementary and secondary schools in Indonesia. This study employed the meta-analysis method which is among the quantitative research approach. There were 47 literatures that eligible to be included in the database. Results revealed that, for the learning motivation variable, effect size value in the form of odds ratio was significantly higher than 1.0 (average 3.008 [2.020-4.480]; P<0.001). For the learning activity variable, effect size value was significantly higher than 1.0 (average 2.905 [2.113-3.994]; P<0.001). For the learning achievement variable, effect size value was significantly higher than 1.0 (average 4.941 [4.136-5.903]; P<0.001). These indicated that innovative learning methods were able to elevate learning motivation, activity and achievement. There were no significant differences among the categories within most of the sub-groups, except for the sub-group of cycle, in which cycle 2 showed higher learning achievement than that of cycle 1 (P<0.05). It can be concluded that innovative learning methods are able to elevate learning motivation, learning activity, and learning achievement of students at elementary and secondary schools to study the Islamic education subject. Future work should address the interaction between each particular innovative learning method and the ISE specific topic.

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“…The shape of the data distribution is symmetric, with a slight inclination towards the right. If consulted with various forms of funnel plots as described in academic books on a meta-analysis [44], [45], it can be understood that there is no publication bias in the observed study data on the meta-analysis of the effects of the active learning method on HOTS in Islamic education. Figure 3 presents the output from RStudio utilizing the Duval and Tweedie's Trim and Fill method, which is a statistical approach used to adjust for publication bias in meta-analyses.…”

Section: Figure 2 Funnel Plotmentioning

confidence: 99%

A review of the effects of active learning on high order thinking skills: a meta-analysis within islamic education

Karwadi,

Zakaria,

Syafii

2024

EduLearn

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This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.

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The effects of multiple intelligences theory on learning success: A meta-analysis in social science

Cited by 6 publications

References 36 publications

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

Effectiveness of Robotic Technology in Vocational Education: A Meta-Analysis

Innovative learning methods of Islamic education subject in Indonesia: a meta-analysis

A review of the effects of active learning on high order thinking skills: a meta-analysis within islamic education

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