Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis

Nugraha, Trisna; Suparman, Suparman

doi:10.24042/ajpm.v12i2.9645

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…Table 3 shows that the studies number that had to be removed or added to this study was 0. It indicates that the distribution of effect size data in the funnel plot was symmetrical (Nugraha & Suparman, 2021;Nurjanah et al, 2020). Moreover, six documents reported that the use of Cabri 3D had a strong positive effect on the students' mathematical academic outcome (Adirakasiwi & Warmi, 2018;Hendriana et al, 2019;Kariadinata et al, 2019;Marlena & Nugrheni, 2019;Saumi & Amalia, 2018;Widiastuti & Kurniasih, 2021).…”

Section: Discussionmentioning

confidence: 97%

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

Suparman

2022

JASME

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This study aims to examine the effect of Cabri 3D software in teaching geometry material and explore some potential factors moderating the heterogeneity of students' mathematical academic outcomes. A meta-analysis by selecting the random effect model was employed in this study. The final literature search and selection process determined eight journal articles and six proceeding articles published from 2016 to 2021 and indexed by Scopus and Google Scholar. Numerical and categorical data of every document were extracted to a coding sheet. Data were analyzed by using the Z-test and the Q Cochran test. The tests were assisted by the Comprehensive Meta-Analysis (CMA) software. The result showed that the overall effect size of the Cabri 3D software in teaching geometry materials was g = 0,635. It meant that Cabri 3D software posed a moderately positive effect on students' mathematical learning outcomes in geometry learning. Moreover, Cabri 3D software was significantly effective for teaching geometry material. Some potential factors, such as education level, participant number, and treatment duration, did not moderate the heterogeneity of students' mathematical academic outcomes. This study suggests that mathematics teachers or lecturers utilize Cabri 3D software to teach geometry materials.

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Section: Discussionmentioning

confidence: 97%

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

Suparman

2022

JASME

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“…Critical Thinking (CT) Ability is one of the focuses of 21st-century learning (Basri et al, 2019;Changwong et al, 2018;Marzuki, 2021;Nugraha & Suparman, 2021). CT skills are very important for students because it has the potential to help them to solve problems when in difficult situations.…”

Section: Introductionmentioning

confidence: 99%

Enhancement of students' critical thinking ability in the algebraic function derivatives application based on student learning styles during online learning

Marzuki¹,

Negara

Wahyudin

2022

ajpm

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Critical Thinking (CT) ability is an essential skill needed in the 21st century. However, this skill is still under-explored by paying attention to the tendency of Learning Styles (LS) students when online learning is carried out. Therefore, this study aims to determine the differences in the improvement of students' CT abilities based on LS tendencies (visual, auditory, and kinesthetic) when online learning is carried out on algebraic function derivative application materials. Consisting of 4 essay questions given twice, before the sample in this study was a collection of CT, and LS ability scores of class XI science students in Langsa City, totaling 26 students. The researchers collected the data using an LS questionnaire of 30 statements and a written test of CT ability after online learning. Both instruments have been validated. The research method is a pre-experimental design with the type of one-group pretest-posttest. The results showed that (1) students had more dominant kinesthetic LS tendencies compared to visual and auditory LS; (2) students with visual LS have criteria for increasing critical thinking skills in the high category, while auditory and kinesthetic LS is in the medium category; (3) there is a significant difference in the acquisition of CT abilities between visual, auditory, and kinesthetic LS, where students with Visual LS outperform students with Auditory and kinesthetic LS; (4) there are differences in the improvement of CT abilities between students with visual, auditory, and kinesthetic styles in online learning. The improvement in CT ability of students with visual LS is greater than that of Auditory and kinesthetic LS.

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Fostering spatial visualization in GeoGebra-assisted geometry lesson: A systematic review and meta-analysis

Suparman,

Marasabessy,

Helsa

2024

EURASIA J Math Sci Tech Ed

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Lots of empirical studies regarding the cultivation of spatial visualization in geometry lesson by utilizing GeoGebra software have been increasingly carried out, at least in two last decade. Of these studies, however, it can be revealed that there is a real existence of an inconsistent effect of GeoGebra-assisted geometry lesson on spatial visualization. Consequently, current study examines the overall effect of GeoGebra-assisted geometry lesson on spatial visualization, and some substantial factors that differentiate students’ spatial visualization. To perform this study, a systematic review using meta-analysis was applied whereby the random effect model was selected to estimate the effect size calculated by the Hedges’ equation. 33 eligible documents published in the period of 2010-2022 were included as the data in which those generated 40 units of effect size and involved 2,739 students. Several tests, such as Z, Q Cochrane, fill and trim, and funnel plot were performed to analyse the data. The results of this study revealed that the use of GeoGebra in geometry lesson had positive strong effect on spatial visualization (g=1.070; p˂0.001), and significantly cultivated students’ spatial visualization. Additionally, in GeoGebra-assisted geometry classroom, a few of substantial factors, such as educational level and participant significantly differentiated students’ spatial visualization, whereas there was no adequate evidence to show that class capacity and intervention duration. This current study implies that mathematics lecturers or teachers can use GeoGebra as one of teaching tools in geometry lesson, and consider students’ educational level and students’ characteristics as participants in implementing it to cultivate spatial visualization.

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Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis

Cited by 3 publications

References 28 publications

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia

Enhancement of students' critical thinking ability in the algebraic function derivatives application based on student learning styles during online learning

Fostering spatial visualization in GeoGebra-assisted geometry lesson: A systematic review and meta-analysis

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