The use of mathematical software in learning has been widely applied. This meta-analysis study was conducted to examine the “Hawthorne effect”, or the novelty of using mathematical software in learning. Related databases are sought for studies that qualify for examining the effects of using mathematical software compared to traditional teaching on students’ mathematical abilities. Random-effect models with 95% confidence intervals (CIs) were estimated. 40 effect sizes were analyzed from 40 primary studies that have been published in journals, or national and international proceedings from 2010 to 2020, and a total of 3072 students were included in this meta-analysis. The Comprehensive Meta-Analysis (CMA) program is used to assist analysis. As a result of the study, the overall effect size was 0.886 with a standard error of 0.092. The results of the follow-up analysis showed that the duration of the treatment was related to the use of mathematical software. It was found that the use of mathematical software given in the span of 0 - 4 weeks (effect size = 1.193) was more effective if carried out in more than 4 weeks (effect size = 0.535). Thus the Hawthorne effect influences the effectiveness of the use of mathematical software on students’ mathematical abilities. This fact is considered by education practitioners in using mathematical software in the future.
This study examines and analyzes the differences between GeoGebra-assisted community learning and conventional learning in improving students' creative thinking skills in junior high schools. The research method uses quantitative, designed with an experimental pattern of nonequivalent control groups. Samples taken not randomly from two different classes amounted to 79 people. One class gets community learning with the help of GeoGebra, and the other class gets conventional learning. Data obtained by using the test. The test was conducted twice, namely pretest and posttest. Normalized N-Gain is done to measure the increase in creative thinking skills. Data analysis used an independent sample t-test. Based on the results of the analysis, it was found that there was a significant increase in students' creative thinking skills. Learning community is student-centered learning in groups (Student-Centered Learning). The research findings consider it important to implement GeoGebra-assisted learning communities according to the characteristics and development of the student learning environment.
Hundreds of studies have been found in the literature on mathematics learning supported by the use of the computer algebra system (CAS). However, there are numerous reports with mixed and even contradictory findings. This has the potential to lead to errors in concluding. This meta-analysis study was conducted to test the overall effect size (ES) of CAS-based mathematics learning. This study also aims to analyze the level of variation in individual studies and consider its implications. The ERIC, SAGE, SpringerLink, and Google Scholar databases were examined to achieve relevant research. The search results found 136 related journal articles published between 2010 and 2020. As per the study protocol, 31 articles were eligible, and 36 ES were analyzed. The calculation tool is Comprehensive Meta-Analysis (CMA) software, and the Hedges-g equation is used based on the random-effect model. The analysis results revealed that overall the use of CAS ES had a large positive impact on students’ mathematical abilities (ES = 0.89; standard error 0.08). Moderator analysis shows that CAS’s use is more effective, considering the difference in education level and CAS type. The research implications are discussed and provide important information as a fundamental idea for further meta-analysis studies on CAS’s effects.
This research was conducted to improve students’ mathematical critical thinking skills by using problem-based learning models. The type of this research is quantitative which is designed as an experimental model, using the nonequivalent control-group pattern. Sampling is not done randomly. A sample of 76 people consisted of two classes. Both classes are given different treatments. Retrieval of data, carried out tests twice, namely Pre-test and Post-test. Data were analyzed using an independent sample t-test. Hypothesis test results, there is an increase in mathematical critical thinking skills, where the t-test at a value (sig. (2-tailed)) is less than the value of α. In conclusion, problem-based learning can improve mathematical critical thinking skills.
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