Technology-Assisted Problem-Based Learning against Common Problem-Based Learning in Cultivating Mathematical Critical Thinking Skills: A Meta-Analysis

Fuadi, Debi S.; Suparman, Suparman; Juandi, Dadang; Martadiputra, Bambang Avip Priatna

doi:10.1145/3510309.3510335

Cited by 17 publications

(22 citation statements)

References 16 publications

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“…It shows that the overall effect size of all documents is located in the interval between the lowest effect size and the highest effect size. It interprets that there are no existing outliers of the collection of effect size in this meta-analysis study (Fuadi et al, 2021;Jaya & Suparman, 2021).…”

Section: Discussionmentioning

confidence: 67%

Self-Efficacy and Mathematical Ability: A Meta-Analysis of Studies Conducted in Indonesia

Suparman

Sulhadi

2022

PED

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This study aims to examine the relation between self-efficacy and mathematical ability based on educational level and geographical location. This study employed meta-analysis by involving 30 empirical studies and 2,298 participants. Results revealed that mathematical ability and self-efficacy had a moderate positive relationship (r = 0.553). Furthermore, geographical location and educational level were not the moderating factors affecting the strength of the relation between mathematical ability and self-efficacy.

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Section: Discussionmentioning

confidence: 67%

Self-Efficacy and Mathematical Ability: A Meta-Analysis of Studies Conducted in Indonesia

Suparman

Sulhadi

2022

PED

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“…Published studies statistically tended to have reported the results that were significant and were used in meta-analysis studies so that the bias of publication was able to occur [50], [51]. As a consequence, publication bias analysis had to be carried out.…”

Section: Discussionmentioning

confidence: 99%

Hybrid Learning for Conceptual Understanding Skills in Mathematics: A Meta-Analysis

Helsa¹,

Turmudi²,

Juandi³

2023

IJIET

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The previous studies regarding hybrid learning and mathematics concept showed that there is an inconsistent effect of hybrid learning on students’ conceptual understanding skills in mathematics. The purpose of this study is to approximate and examine the effect of hybrid learning on students’ mathematical conceptual understanding skills and some moderating factors predicted in affecting students’ heterogeneous mathematics concept. Meta-analysis was employed to conduct this study by selecting random effect model. The process of literature search and selection established 39 documents published in 2011 – 2021. Hedges’ equation was used to measure the effect size. Data analysis employed Z test and Q Cochrane test supported by the Comprehensive Meta-Analysis (CMA) software. The results showed that hybrid learning had a moderate positive effect (g = 0.867; p < 0.05) on students’ conceptual understanding skills in mathematics. This study indicates that hybrid learning is effective in enhancing students’ mathematical conceptual understanding skills. Furthermore, educational level, geographical location and group size of intervention were not the significant moderating factors. It means that students’ heterogeneous mathematics concept in hybrid learning process were not affected by the moderating factors. This study suggests mathematics teacher and lecturer to implement hybrid learning as an alternative mathematics learning in enhancing students’ mathematics concept.

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“…Method employed to conduct this study was meta-analysis (Borenstein et al, 2009;Cumming, 2012). Random effect model was selected as the estimation model applied in this meta-analysis because the primary studies involved had the heterogeneous characteristics such as educational level, group size of intervention, geographical location, instrument, learning tool, and subject (Fuadi et al, 2021;Jaya & Suparman, 2021;Juandi, Kusumah, Tamur, Perbowo, & Tanu, 2021;Juandi, Kusumah, Tamur, Perbowo, Siagian, et al, 2021;Suparman, Juandi, & Tamur, 2021a. According to Cooper et al (2013) and Hunter and Schmidt (2004), there were seven steps conducted in the meta-analysis process.…”

Section: Methodsmentioning

confidence: 99%

A Meta-Analysis of the Utilization of Computer Technology in Enhancing Computational Thinking Skills: Direction for Mathematics Learning

Helsa¹,

Suparman²,

Juandi³

et al. 2023

INT J INSTRUCTION

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Technology-Assisted Problem-Based Learning against Common Problem-Based Learning in Cultivating Mathematical Critical Thinking Skills: A Meta-Analysis

Cited by 17 publications

References 16 publications

Self-Efficacy and Mathematical Ability: A Meta-Analysis of Studies Conducted in Indonesia

Self-Efficacy and Mathematical Ability: A Meta-Analysis of Studies Conducted in Indonesia

Hybrid Learning for Conceptual Understanding Skills in Mathematics: A Meta-Analysis

A Meta-Analysis of the Utilization of Computer Technology in Enhancing Computational Thinking Skills: Direction for Mathematics Learning

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