scholarly journals Effects of instruction based on realistic mathematics education on mathematics achievement: A meta-analysis studyGerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması

2015 ◽  
Vol 12 (2) ◽  
pp. 187 ◽  
Author(s):  
Abdullah Kaplan ◽  
Murat Duran ◽  
Muhammet Doruk ◽  
Mesut Öztürk
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Statistical Significance ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Study Process ◽  
Fail Safe

<p>The purpose of this research is to determine the overall effect of instruction based on realistic mathematics education on mathematics achievement. The Meta-Analysis method recently increased in popularity in the field of educational science is used to accomplish this goal. Some criterions have been put in the determination of the study included in the survey and 12 national thesis in accordance with these criterions constituted the sample of this study. Process effectiveness method of meta-analysis is used in the analysis of data and Hedges’s g is used in the calculation of effect size of the study. At the end of the study, realistic mathematics education has an overall, positive and moderate effect on the mathematics achievement (Q = 16.406; p = 0.127). Howewer, the distribution of the effect sizes of the studies included in the survey are found to be homogeneous. At the end of the Z test carried out for the purpose of statistical significance, the value of effect size is observed statistically significant (Z = 7.966; p &lt;0.05). The number of error protection is calculated 91 study to determine the publication bias of the study according to Orwin’s method. According to Orwin’s Fail Safe-N, the research could not have publication bias.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı gerçekçi matematik eğitiminin matematik başarısı üzerindeki genel etkisini belirlemektir. Bu amacı gerçekleştirmek için eğitim bilimleri alanında yakın zamanda popülerliği artan meta-analiz yöntemi kullanılmıştır. Araştırmaya dâhil edilecek çalışmaların belirlenmesinde bazı kriterler belirlenmiş ve bu kriterlere uygun olan 12 ulusal tez bu araştırmanın örneklemini oluşturmuştur. Verilerin analizinde işlem etkililiği meta analizi yöntemi kullanılmış olup araştırmaların etki büyüklüklerinin hesaplanmasında Hedges’s g kullanılmıştır. Araştırma sonucunda gerçekçi matematik eğitiminin matematik başarısı üzerinde genel olarak, pozitif yönde ve orta düzeyde (Q= 16.406; p= 0.127) etkiye sahip olduğu ve araştırmaya dâhil edilen çalışmaların etki büyüklükleri dağılımının homojen olduğu görülmüştür. İstatistiksel anlamlılık amacıyla yapılan Z testi sonunda etki büyüklüğü değerinin istatistiksel olarak anlamlı olduğu görülmüştür (Z=7.966; p&lt;0.05). Araştırmanın yayın yanlılığını test etmek amacıyla Orwin’in yöntemine göre hata koruma sayısı 91 hesaplanmıştır. Bulunan bu değere göre çalışmanın yayın yanlılığına sahip olmadığı söylenebilir.</p>

Steep discounting of delayed monetary and food rewards in obesity: a meta-analysis

2016 ◽  
Vol 46 (11) ◽  
pp. 2423-2434 ◽  
Author(s):  
M. Amlung ◽  
T. Petker ◽  
J. Jackson ◽  
I. Balodis ◽  
J. MacKillop
Keyword(s):  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Case Control ◽  
Medium Effect ◽  
Primary Analysis ◽  
Medium Effect Size ◽  
Meta Regression ◽  
Fail Safe ◽  
The Relationship

BackgroundAn increasing number of studies have investigated delay discounting (DD) in relation to obesity, but with mixed findings. This meta-analysis synthesized the literature on the relationship between monetary and food DD and obesity, with three objectives: (1) to characterize the relationship between DD and obesity in both case–control comparisons and continuous designs; (2) to examine potential moderators, including case–control v. continuous design, money v. food rewards, sample sex distribution, and sample age (<18 v. >18 years); and (3) to evaluate publication bias.MethodFrom 134 candidate articles, 39 independent investigations yielded 29 case–control and 30 continuous comparisons (total n = 10 278). Random-effects meta-analysis was conducted using Cohen's d as the effect size. Publication bias was evaluated using fail-safe N, Begg–Mazumdar and Egger tests, meta-regression of publication year and effect size, and imputation of missing studies.ResultsThe primary analysis revealed a medium effect size across studies that was highly statistically significant (d = 0.43, p < 10−14). None of the moderators examined yielded statistically significant differences, although notably larger effect sizes were found for studies with case–control designs, food rewards and child/adolescent samples. Limited evidence of publication bias was present, although the Begg–Mazumdar test and meta-regression suggested a slightly diminishing effect size over time.ConclusionsSteep DD of food and money appears to be a robust feature of obesity that is relatively consistent across the DD assessment methodologies and study designs examined. These findings are discussed in the context of research on DD in drug addiction, the neural bases of DD in obesity, and potential clinical applications.

scholarly journals PENGARUH PENDIDIKAN MATEMATIKA REALISTIK BERBANTUAN LKS TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS V SD GUGUS 2 KECAMATAN BAJAWA KABUPATEN NGADA-FLORES

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Wilibaldus Bhoke
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Higher Learning ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Variant Analysis

ABSTRAKTujuan penelitian adalah untuk mengetahui pengaruh pendidikan matematika realistik berbantuan LKS terhadap hasil belajar matematika ditinjau dari motivasi belajar siswa. Jenis penelitian ini adalah penelitian eksperimen semu (quasi eksperimen) dengan menggunakan dasain faktorial 2 × 2.  Populasi dalam penelitian ini adalah seluruh siswa kelas V SD Gugus 2 Kecamatan Bajawa Kabupaten Ngada-Flores, dengan anggota sampel sebanyak 80 siswa. Pengambilan sampel dalam penelitian ini menggunakan teknik random sampling terhadap kelas.  Data yang dikumpulkan ada dua  yaitu angket motivasi dan instrumen pilihan ganda.  Analisis data menggunakan analisis varians dua jalur dan dilanjutkan dengan uji Tukey. Hasil penelitian menunjukan bahwa: 1) hasil belajar matematika siswa yang mengikuti pendidikan matematika realistik lebih tinggi daripada hasil belajar matematika siswa yang mengikuti pembelajaran konvensional (FA = 2,95, p < 0,05); 2) terdapat interaksi antara pembelajaran dan motivasi balajar terhadap hasil belajar matematika (FAB = 3,132, p < 0,05); 3) Bagi siswa yang memiliki motivasi belajar tinggi, hasil belajar matematika siswa yang mengikuti pendidikan matematika realistik lebih tinggi daripada hasil belajar matematika siswa yang mengikuti pembelajaran konvensional (Qhitung = 4,61 dan Qtabel 5%= 3,96, Qhitung > Qtabel); 4) Bagi siswa yang memiliki motivasi belajar rendah, hasil belajar matematika siswa yang mengikuti pembelajaran konvensional lebih tinggi daripada hasil belajar matematika siswa yang mengikuti pendidikan matematika realistik (QHitung = 5,76 dan Qtabel 5%= 3,96, Qhitung > Qtabel). Kata kunci: Hasil belajar matematika,  motivasi belajar, Pendidikan Matematika Realistik  ABSTRACTThe present study examines the effect of realistic mathematics education using students’ work sheet (LKS) on mathematics achievement viewed from students’ learning motivation. The study was quasi experimental by using 2 × 2 factorial design. The population in this study was the fifth grade primary school students of cluster 2 from Bajawa sub-district, Ngada regency, Flores. Samples in this study were 80 students which were chosen randomly . There were two collected data; motivational questionnaires and multiple choice instruments. Data were analyzed by using double stripe variant analysis and continued with Tukey test. The result of study showed that: 1) mathematics achievement of students following realistic mathematics education was better than the students following conventional learning (FA = 2,95, p < 0,05); 2) there was an interaction between learning and learning motivation on mathematics achievement (FAB = 3,13, p < 0,05); 3) to the students having higher learning motivation, mathematics achievement of students following realistic mathematics education was higher than mathematics achievement of students following conventional learning (Qobserved= 4,61 danQtable5% = 3,96, Qobserved>Qtable); 4) to the students having lower learning motivation, mathematics achievement of students following conventional learning was higher than mathematic achievement of students following realistic mathematics education (Qobserved= 5,76 danQtable5% = 3,96, Qobserved>Qtable). Key words: Mathematics achievement, learning motivation, Realistic Mathematics Education

scholarly journals META ANALISIS: PENGARUH PENERAPAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP HASIL BELAJAR SISWA DI SEKOLAH DASAR

2021 ◽  
Vol 8 (1) ◽  
pp. 109
Author(s):  
Fitriani Nur ◽  
Andi Dian Angriani
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Learning Outcomes ◽  
Effect Size ◽  
Mathematics Learning ◽  
School Level ◽  
Google Scholar ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics

AbstrakPenelitian ini bertujuan untuk melakukan analisis terkait penerapan pendekatan Realistic Mathematics Education (RME) terhadap hasil belajar matematika siswa di Sekolah Dasar (SD). Jenis penelitian yang digunakan yaitu meta analisis dengan mengumpulkan data non tes, yakni menelusuri terbitan berkala ilmiah atau jurnal melalui google scholar dan DOAJ. Dari hasil penelusuran diperoleh 25 artikel dari jurnal dengan beberapa kriteria, diantaranya: (1) artikel berkaitan dengan pengaruh RME terhadap hasil belajar siswa, (2) penelitian dilakukan dalam kurung waktu 2013-2020, (3) penelitian dilaksanakan jenjang sekolah dasar, (4) penelitian dilakukan di Indonesia, (5) jenis penelitian yang digunakan adalah penelitian eksperimen yang melibatkan dua kelompok, yaitu kelompok eksperimen dan kelompok control, (6) kelas kontrol menggunakan model pembelajaran konvensional, dan (7) data yang dibutuhkan untuk menentukan effect size lengkap pada artikel. Analisis data menggunakan teknik statistik deskriptif dan statistik inferensial. Hasil penelitian ini menemukan bahwa pendekatan RME efektif digunakan ditinjau dari hasil belajar matematika siswa. Implikasi dari hasil temuan ini memberikan gambaran bahwa pendekatan Realistic Mathematics Education (RME) memiliki kekuatan yang besar dalam meningkatkan hasil belajar matematika sehingga pendekatan tersebut menjadi pilihan yang tepat dalam proses pembelajaran matematika siswa sekolah dasar.AbstractThis study aimed to analyze the implementation of the Realistic Mathematics Education (RME) approach to students’ mathematics learning outcomes in elementary schools (SD). The research type used was a meta-analysis by collecting non-test data, namely periodical papers or journals through google scholar and DOAJ. The search results obtained 26 articles from journals with several criteria, including: (1) articles related to the effect of RME on students’ learning outcomes, (2) those researches were conducted in 2013-2020 periods, (3) those researches were carried out in elementary school level; (4) those researches were conducted in Indonesia, (5) the method used was experimental research involving two groups, namely experimental group and control group, (6) the control group used a conventional learning model, and (7) data were needed to determine the complete effect size of the articles. The data analysis techniques used in this study were descriptive and inferential statistics. Thus, this study found that the RME approach was effectively used for the students’ mathematics learning outcomes. The implications of this finding indicated that the Realistic Mathematics Education (RME) approach had great power in improving mathematics learning outcomes so that the approach is appropriately used in learning mathematics in elementary school.

scholarly journals Pengaruh Model Pembelajaran Realistic Mathematics Education (RME) Terhadap Kemampuan Penalaran Matematis Siswa Pada Materi Lingkaran Kelas VIII

2017 ◽  
Vol 2 (1) ◽  
pp. 122
Author(s):  
Desi Gusnarsi ◽  
Citra Utami ◽  
Rika Wahyuni
Keyword(s):  
Mathematics Education ◽  
Effect Size ◽  
Experiment Design ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Realistic Mathematics ◽  
True Experiment

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran <em>Realistic Mathematics Education</em> (RME) terhadap kemampuan penalaran matematis siswa pada materi lingkaran kelas VIII. Penelitian yang digunakan true experiment design dengan desain <em>pretest-posttest control group design</em>. Populasi penelitian ini adalah semua siswa kelas VIII di SMP Negeri 04 Singkawang. Tehnik pengambilan sampel menggunakan <em>purposive sampling</em> dan terpilih kelas VIII A sebagai kelas eksperimen dan VIII D sebagai kelas kontrol. Tehnik analisis data yang digunakan dalam penelitian ini adalah rumus N-gain dan uji-t (independen) untuk mengetahui perbedaan peningkatan, <em>Effect Size</em> untuk mengetahui pengaruh, persentase aktivitas siswa dan nilai motivasi belajar siswa untuk mengetahui aktivitas siswa dan motivasi belajar siswa. Hasil penelitian menunjukkan (1) terdapat perbedaan peningkatan kemampuan penalaran matematis siswa setelah diberikan model pembelajaran <em>Realistic Mathematics Education</em> (RME) yang dibuktikan dengan nilai N-gain 0,51 kategori sedang pada kelas eksprimen dan 0,25 kategori rendah pada kelas kontrol serta uji-t (independen) diperoleh nilai thitung = 5,67 &gt; ttabel = 2,00, (2) terdapat pengaruh model pembelajaran <em>Realistic Mathematics Educati</em><em>on</em> (RME) terhadap kemampuan penalaran matematis siswa yang dibuktikan perolehan nilai Effect Size sebesar 1,76 dengan kategori tinggi, (3) terdapat pengaruh model pembelajaran Realistic Mathematics Education (RME) terhadap aktivitas siswa yang  dibuktikan dengan perolehan persentase aktivitas 67,4% dengan kategori aktif, (4) terdapat pengaruh model pembelajaran <em>Realistic Mathematics Education</em> (RME) terhadap motivasi siswa yang dibuktikan dengan nilai rata-rata motivasi belajar siswa keseluruhan sebesar 44,76 dengan kategori tinggi.

Publication and Related Biases

2013 ◽  
Author(s):  
Michael D. Jennions ◽  
Christopher J. Lortie ◽  
Michael S. Rosenberg ◽  
Hannah R. Rothstein
Keyword(s):  
Model Selection ◽  
Publication Bias ◽  
Effect Size ◽  
Statistical Tests ◽  
Meta Analysis ◽  
Narrow Sense ◽  
Funnel Plots ◽  
Trim And Fill ◽  
Fail Safe ◽  
Nonparametric Correlation

This chapter discusses the increased occurrence of publication bias in the scientific literature. Publication bias is associated with the inaccurate representation of the merit of a hypothesis or idea. A strict definition is that it occurs when the published literature reports results that systematically differ from those of all studies and statistical tests conducted; the result is that false conclusions are drawn. The chapter presents five main approaches used to either detect potential narrow sense publication bias or assess how sensitive the results of a meta-analysis are to the possible exclusion. These include funnel plots, tests for relationships between effect size and sample size using nonparametric correlation or regression, trim and fill method, fail-safe numbers, and model selection.

scholarly journals The effects of gender on problem solving skills of nursing students in Turkey: a meta-analysis studyTürkiye’deki hemşirelik öğrencilerinin problem çözme düzeylerine cinsiyetin etkisi: Bir meta analiz çalışması

2019 ◽  
Vol 16 (1) ◽  
pp. 134
Author(s):  
Filiz Kantek ◽  
Hande Yeşilbaş
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Publication Bias ◽  
Effect Size ◽  
Nursing Student ◽  
Meta Analysis ◽  
English Summary ◽  
Student Nurse ◽  
Problem Solving Skills ◽  
Fail Safe

The aim of this study is to the effects of gender on problem solving skills of nursing student using meta-analysis method in Turkey. Online databases were scanned to reach studies to be included in the survey. In scanning 'problem solving', 'student nurse', 'Turkey', 'problem solving skill' keywords were used in Turkish and English. Six studies that meet the criteria were included in the study. The CMA statistical program was used in the analysis of the data. Q and I2 values to test heterogeneity and, Orwin's Fail-Safe N and Tau coefficients to publication bias of the included studies were calculated. A random effects model was used to examine the effect size. The six studies' total sample size was 2079 nursing students, 436 male and 1643 female. Heterogeneity and publication bias test showed that studies were heterogeneous and there was not publication bias. The mean effect size on gender problem solving was calculated as 0.079. In conclusion, it was identified that the effect of gender on problem solving level of student nurses was insignificant for women. For future studies, it will be useful to conduct meta-analysis studies on the different factors that affect the problem solving level of student nurses.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmanın amacı, meta analiz yöntemi kullanarak Türkiye’deki hemşirelik öğrencilerinin problem çözme beceri düzeylerine cinsiyetin etkisini belirlemektir. Online very tabanları kullanılarak araştırmaya dahil edilecek çalışmalara ulaşıldı. Taramada ‘problem çözme-problem solving’, ‘öğrenci hemşire- student nurse’’, ‘Türkiye-Turkey’, ‘problem çözme becerisi- problem-solving skill’ anahtar kelimeleri kullanıldı. Dahil edilme kriterlerine uygun olan altı çalışma araştırmaya dahil edildi. CMA istatistik programını kullanarak veri analizi sağlandı. Meta analize dahil edilen çalışmaların heterojenliğini ve yayın yanlılığını test etmek için Q ve I2 değerleri, Orwin’s Fail-Safe N ve Tau katsayısı hesaplandı. Etki büyüklüğünün incelenmesinde rastgele etkiler modeli kullanıldı. Araştırmaya dahil edilen altı çalışmanın toplam örneklem büyüklüğü 2079 hemşirelik öğrencisi olup, 436’sı erkek ve 1643’ü kadındı. Heterojenlik ve yayın yanlılığı testi çalışmaların heterojen olduğunu ve yayın yanlılığının olmadığını gösterdi. Cinsiyetin problem çözme üzerine ortalama etki büyüklüğü 0.079 olarak hesaplandı. Sonuç olarak öğrenci hemşirelerin problem çözme düzeyine cinsiyetin etkisinin kadınlar lehine önemsiz düzeyde olduğu belirlendi. Gelecek çalışmalar için öğrenci hemşirelerin problem çözme düzeyini etkileyen farklı faktörlere ilişkin meta analiz çalışmalarının yapılması yararlı olacaktır.

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