Cultivating secondary school students’ mathematical critical thinking skills using technology-assisted problem-based learning: A meta-analysis

Suparman, _; Juandi, Dadang; Martadiputra, Bambang Avip Priatna; Badawi, Ahmad; Susanti, Nipa; Yunita, .

doi:10.1063/5.0102422

Cited by 5 publications

(11 citation statements)

References 16 publications

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“…Some mathematics software, such as DGS and CAS can facilitate teachers in presenting and explaining mathematical contents and make easy students in understanding mathematics concepts and solving mathematics problems [81,82]. Additionally, several online platforms, such as Zoom, Google classroom, Moodle, Edmodo, and others can facilitate the activities of distancing mathematics learning [13,83]. Therefore, there are lots of real contribution of ICT in educational field, mainly in mathematics education.…”

Section: A Ict and Mathematics Learningmentioning

confidence: 99%

“…A lot of previous secondary studies combining between systematic review and meta-analysis related to ICT-based or -assisted mathematics learning and mathematics academic achievement have been conducted massively. Some metaanalysis studies found that computer technology -assisted mathematics education had significant positive effect in enhancing students' mathematics achievement [9,10,13,[84][85][86][87][88]. Particularly, other few meta-analysis studies revealed that the utilization of mathematics software also had significant positive effect on students' mathematics learning outcomes [82,[89][90][91].…”

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%

“…In the 21st-century, the fast advance of technology has an important role in lots of educational fields, especially in mathematics education. The existence of technology in mathematics learning promotes teachers in presenting and explaining mathematical contents, such as algebra, geometry, number and operations, measurement, and others [9][10][11][12][13]. Moreover, it makes students easier in understanding mathematics concepts and solving mathematics problems [14].…”

Section: Introductionmentioning

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: A Ict and Mathematics Learningmentioning

confidence: 99%

Section: Relevant Secondary Studiesmentioning

confidence: 99%

Section: Substantial Factormentioning

confidence: 99%

Section: Introductionmentioning

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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“…Pembelajaran matematika sangat penting untuk menumbuhkan kemampuan dalam berpikir secara kritis. Kemampuan untuk berpikir matematis secara kritis adalah kemampuan berpikir krtitis dalam matematika (Suparman et al, 2022). Saat ini, pengajaran matematika harus dirancang agar peserta didik dalam berpikir kritis memiliki kemampuan yang meningkat (Nugraha & Suparman, 2021;Yuliani, Kusumah, & Dahlan, 2021).…”

Section: | Pendahuluanunclassified

Pengembangan E-Modul Interaktif Berbasis Problem Based Learning (Pbl) Untuk Meningkatkan Kemampuan Berpikir Kritis Matematis

Rohmatulloh,

Nindiasari,

Fatah

2023

AJPM

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Kemampuan peserta didik yang rendah dalam berpikir kritis dan ketersediaan bahan ajar yang mendorong kemampuan berpikir kritis masih sangat terbatas. Oleh karena itu, tujuan riset ini untuk menghasilkan E-Modul interaktif berbasis Problem Based Learning (PBL) yang valid, praktis dan efektif dalam meningkatkan kemampuan berpikir kritis matematis peserta didik SMP. Pengembangan E-Modul interaktif dilaksanakan menggunakan model pengembangan ADDIE. Adapun Subjek dari riset ini adalah kelas VIII SMPN 25 Kota Serang. Tes kemampuan berpikir kritis matematis peserta didik, lembar penilaian kepraktisan, dan lembar validasi ahli adalah instrumen riset yang digunakan. Hasil riset menunjukkan bahwa pengembangan E-Modul yang dikembangkan sangat valid dan praktis. Hasil tes kemampuan berpikir kritis matematis menunjukkan bahwa nilai N-gain berada dalam kategori peningkatan sedang pada kelas eksperimen dan kategori rendah pada kelas kontrol. Selanjutnya, melalui independent sample t-test menunjukkan peningkatan kemampuan berpikir kritis matematis peserta didik dalam kelas eksperimen dan kelas kontrol berbeda secara signifikan. Rata-rata skor kemampuan berpikir kritis matematis pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Dapat disimpulkan bahwa E-Modul interaktif berbasis PBL valid, praktis, dan efektif untuk meningkatkan kemampuan berpikir kritis matematis peserta didik.Kata kunci: E-Modul Interaktif, Kemampuan untuk berpikir matematis secara kritis, PBL.

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Enhancing Spatial Visualization in CABRI 3D-Assisted Geometry Learning: A Systematic Review and Meta-Analysis

Helsa

2024

IJIET

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Empirical studies related to the enhancement of spatial visualization by implementing CABRI 3D-assisted geometry lesson have been increasingly conducted in two last decade. Nevertheless, from these studies, it can be said that an inconsistent effect of CABRI 3D-assisted geometry lesson toward spatial visualization and a gap of students’ spatial visualization are really existing. The aim of this present study is to examine the effectiveness of CABRI 3D-assisted geometry learning on spatial visualization, and some substantial factors in affecting the difference of students’ spatial visualization skills. A systematic review using meta-analysis was performed to conduct this recent study in which the random effect model was selected to estimate the effect size computed by the Hedges’ equation. 25 eligible documents published between 2008 and 2022 were included as the data whereby these documents generated 36 effect sizes and involved 2,440 students. Several tests, such as Z, Q Cochrane, fill and trim, and funnel plot were performed to analyze the data. Results of this current study showed that the utilization of CABRI 3D software for teaching geometry lesson had positive moderate effect (g = 0.778; p ˂ 0.05), and significantly enhanced students’ spatial visualization. Additionally, the investigation on some substantial factors revealed that intervention duration and class capacity were significant factors affecting the gap of spatial visualization of students while educational level and participant did not differentiate spatial visualization of students. This recent study implies that mathematics practitioners can utilize this software to teach geometry lesson, and consider small class for class capacity and more than 3 months for intervention duration in implementing it to enhance spatial visualization of students.

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Cultivating secondary school students’ mathematical critical thinking skills using technology-assisted problem-based learning: A meta-analysis

Cited by 5 publications

References 16 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

Pengembangan E-Modul Interaktif Berbasis Problem Based Learning (Pbl) Untuk Meningkatkan Kemampuan Berpikir Kritis Matematis

Enhancing Spatial Visualization in CABRI 3D-Assisted Geometry Learning: A Systematic Review and Meta-Analysis

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