A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

2020 ◽  
Vol 13 (2) ◽  
pp. 104-116
Author(s):  
Yunita Yunita ◽  
Dadang Juandi ◽  
Maximus Tamur ◽  
Angela Merici G Adem ◽  
Jerito Pereira
Keyword(s):  
Effect Size ◽  
Treatment Duration ◽  
Creative Thinking ◽  
Mathematical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Size Variation ◽  
Analysis Data ◽  
Length Of Treatment ◽  
Effect Size Index

[English]: This study examined the effect of Problem-based Learning (PBL) on students' creative mathematical thinking in Indonesia during the last eight years using meta-analysis. Data were obtained from primary studies published in national journals, conference proceedings, and master thesis from 2012 to 2020. This study analyzed 19 effect sizes from 19 primary studies that fulfill the inclusion criteria. The effect size index used the Hedges' g equation and statistical analysis was assisted by comprehensive meta-analysis (CMA) software. The effect size variation test was conducted by analyzing the study's five characteristics, namely the year of study, level of education, sample size, length of treatment, and publication sources. Based on the analysis results, the overall effect size was 0.821, with a standard error of 0.130 at the 95% confidence interval (CI) referring to the random-effects model. The effect size is classified as moderate, meaning that PBL has a moderately positive effect on students' creative mathematical  thinking. The results of the analysis of the characteristics of the study show that the application of PBL to improve students' mathematical creative thinking relates to the research year (Q = 55.683; p <0.05), the treatment duration (Q = 5.644; p <0.05), and publication sources (Q = 13.812; p <0.05). It was found that the PBL was more effective in conditions of treatment duration of fewer than four meetings. There is a tendency that PBL has a significant impact when it is first implemented. The findings' implications are discussed to provide important information as a basic idea for further PBL research and implementation. Keywords: Problem-based learning, Creative thinking, Meta-analysis [Bahasa]: Penelitian ini menguji pengaruh problem-based learning (PBL) terhadap berpikir kreatif matematis siswa di Indonesia selama delapan tahun terakhir melalui meta-analisis. Data diperoleh dari studi primer yang telah dipublikasikan di jurnal nasional, prosiding konferensi, dan tesis master tahun 2012-2020. Penelitian ini menganalisis 19 ukuran efek dari 19 studi primer yang memenuhi kriteria penyertaan. Indeks ukuran efek menggunakan persamaan Hedges' g dan analisis statistik dibantu oleh perangkat lunak comprehensive meta-analysis (CMA). Pengujian variasi ukuran efek dilakukan dengan menganalisis lima karakteristik penelitian yaitu tahun studi, tingkat pendidikan, ukuran sampel, lama perawatan, dan sumber publikasi. Berdasarkan hasil analisis, ukuran efek keseluruhan adalah 0,821, dengan kesalahan standar 0,130 pada interval kepercayaan 95% (CI) menurut model efek acak. Ukuran efek tergolong sedang, artinya penggunaan PBL berpengaruh positif sedang terhadap berpikir kreatif matematis siswa. Hasil analisis karakteristik penelitian menunjukkan bahwa penerapan PBL untuk meningkatkan berpikir kreatif matematis siswa berkaitan dengan tahun penelitian (Q = 55,683; p <0,05), durasi perlakuan (Q = 5,644; p <0,05) , dan sumber publikasi (Q = 13.812; p <0.05). Ditemukan bahwa PBL lebih efektif pada kondisi durasi perlakuan kurang dari 4 pertemuan. Terdapat kecenderungan bahwa PBL berdampak besar saat pertama kali diterapkan. Implikasi hasil penelitian dibahas untuk memberikan informasi penting sebagai ide dasar untuk penelitian dan implementasi PBL selanjutnya. Kata kunci: Problem-based learning, Berpikir kreatif, Meta-analysis  

scholarly journals STUDI META ANALISIS PROBLEM BASED LEARNING DALAM PEMBELAJARAN FISIKA

2021 ◽  
Vol 7 (1) ◽  
pp. 159
Author(s):  
Reny Dwi Astutik ◽  
Mukhayyarotin Niswati Rodliyatul Jauhariyah
Keyword(s):  
Effect Size ◽  
Subject Matter ◽  
Creative Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Secondary Data ◽  
Scientific Publication ◽  
Thinking Skills ◽  
School Level ◽  
Physics Learning

ABSTRAKPenelitian ini bertujuan untuk menganalisis pengaruh problem based learning dalam pembelajaran fisika yang ditinjau secara keseluruhan, jenjang pendidikan, hasil penelitian atau variabel respon, materi, dan media yang digunakan. Metode penelitian ini menggunakan meta analisis. Adapun alur penelitian meta analisis adalah menentukan topik penelitian, menetapkan kriteria pemilihan data, mencari data, mengelompokkan informasi data, kemudian menganalisis data dan menyimpulkan. Teknik pengumpulan data menggunakan data sekunder yang berasal dari penelitian terdahulu berupa 23 artikel publikasi ilmiah. Teknik analisis data menggunakan besaran effect size. Hasil meta analisis ini menyimpulkan bahwa penerapan problem based learning berpengaruh besar dalam pembelajaran fisika dengan nilai effect size rata-rata sebesar 0,524. Penerapan problem based learning dalam pembelajaran fisika berpengaruh besar apabila diterapkan pada jenjang perguruan tinggi, menghasilkan output meningkatkan kemampuan berpikir kreatif, menggunakan pokok bahasan cahaya, dan dibantu media pembelajaran secara virtual berupa video based laboratory. Kata kunci: meta analisis; problem based learning; pembelajaran fisika. ABSTRACTThis study aims to analyze the effect of problem-based learning in physics learning that is reviewed as overall, school level, research results or response variables, subject matter, and the media used. This research method uses meta-analysis. The meta-analysis research stage is to determine the research topic, determine data selection criteria, search for data, classify data information, then analyze the data and making conclusion. The data collection technique uses secondary data from previous research of 23 scientific publication articles. The data analysis technique uses the effect size. The results of this meta-analysis concluded that the implementation of problem-based learning had a great effect on learning physics with an average effect size of 0.524. The application of problem-based learning in physics learning had a great effect when applied at the tertiary level, increasing creative thinking skills, using light as the subject matter, and assisted by virtual learning media in the form of a video-based laboratory. Keywords: meta-analysis; problem-based learning; physics learning.

scholarly journals Ocean acidification and bivalve byssus: explaining variable responses using meta-analysis

2021 ◽  
Author(s):  
Jeff Clements ◽  
Matthew N. George
Keyword(s):  
Body Size ◽  
Ocean Acidification ◽  
Effect Size ◽  
Literature Search ◽  
Meta Analysis ◽  
Size Variation ◽  
Future Research ◽  
Systematic Literature Search ◽  
Attachment Strength ◽  
The Impact

1. Many bivalve molluscs settle and attach to surfaces using adhesive byssal threads – proteinaceous fibers that together form a network known as the byssus. Since these bivalves rely on byssus for survival, strong byssal attachment promotes a myriad of broad ecological services, including water filtration, nutrient extraction, sediment stabilization, and enhancing biodiversity through habitat creation.2. Numerous studies have documented weakened byssal attachment strength under ocean acidification (OA); however, a comparable number report no effect, even within the same species. Consequently, whether elevated CO2 levels expected under near-future OA will affect byssal attachment strength in nature remains hotly contested.3. We used a systematic literature search and meta-analysis to explore factors that could potentially explain observed effect size variation in byssal attachment strength following OA exposure. 4. A systematic literature search uncovered 20 studies experimentally testing the impact of OA on byssal attachment strength (or some proxy thereof). Meta-analysis revealed that body size (mean shell length) was the strongest predictor of effect size variation, with no significant effect of climate, species, year, study temperature, study location, exposure time, food amount, and pH offset. Functionally, a negative linear relationship was observed between body size and effect size.5. Our finding that the byssal strength of larger bivalves is more susceptible to negative OA effects runs counter to prevailing wisdom that larger, older animals of a given species are more robust to OA than earlier life history stages. 6. This highlights that body size and age may be important factors that determine OA sensitivity in adult calcifiers. In addition to body size, a critical review of each study revealed commonly neglected factors that could influence byssal thread attachment strength which we highlight to provide suggestions for future research in this area.

scholarly journals A Thematic-based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention

2017 ◽  
Vol 5 (3) ◽  
pp. 53 ◽  
Author(s):  
Faysal Özdas ◽  
Veli Batdi
Keyword(s):  
Academic Success ◽  
Creative Writing ◽  
Effect Size ◽  
Creative Thinking ◽  
High Reliability ◽  
Meta Analysis ◽  
Analytic Study ◽  
Inclusion Criteria ◽  
Learning Retention ◽  
Fail Safe

This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies involving thematic-based meta-analytic reviews are examined under four themes - creative thinking, creative thinking activities, creative thinking techniques and creative writing applications. Certain inclusion criteria are also taken into consideration in the analysis. The statistical programs Comprehensive Meta-Analysis (CMA) and MetaWin are made use in order to analyze the data. The inter-rater reliability of the studies is calculated and found to be high. The Meta-analytic research results indicate that the effect size of creative thinking, creative thinking activities, creative thinking techniques and creative writing applications on academic success are large in terms of levels, while the creative applications in terms of learning retention are again large. This means that creativity has positive and great effects on both academic success and learning retention. The values of Fail-safe Number with regard to considering the effects of creative applications on academic success and learning retention show the high reliability of meta-analysis. It can be suggested that researchers should carry out more studies on creativity as there are not enough studies on creativity, especially regarding retention.

scholarly journals PENERAPAN PENDEKATAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK

2019 ◽  
Vol 2 (4) ◽  
pp. 213
Author(s):  
Astri Elpiani ◽  
Asep Bagas
Keyword(s):  
Creative Thinking ◽  
Mathematical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Control Group ◽  
Learning Approach ◽  
Thinking Ability ◽  
Trial Test ◽  
Quasi Experimental ◽  
Class Viii

This study aims to determine the ability of mathematical creative thinking students who learn using the Problem Based Learning approach. The population in this study were students of SMP 1 Jatisari class VIII A in Sukamaju Village which consisted of 18 students and 12 female students. This study was a quasi-experimental study using the results of a trial test pretest-posttest experimental control group. The instrument used in this study is a test to measure mathematical creative thinking skills in the form of 5 questions. Then the score data of students' mathematical creative thinking ability were analyzed statistically by using a difference test of two average values from the results of the pretest-posttest. The results showed that students' creative mathematical thinking ability using the Problem Based Learning approach was different from the results of the pretest-posttest. Besides that students also showed positive perceptions of problem-based learning and there were good results on mathematical creative thinking skills.

scholarly journals Meta-Analisis Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Kritis Siswa

2021 ◽  
Vol 7 (1) ◽  
pp. 48
Author(s):  
Ananda Mahaputra Iskandar ◽  
Dinda Nurfadiah ◽  
Widia Iswari Yuli ◽  
Desnita Desnita
Keyword(s):  
Effect Size ◽  
Grade Level ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Level Of Education ◽  
Model Based ◽  
Grade Levels

This meta-analysis research was conducted with several objectives. First is analyzing that influence given by the problem-based learning model of students' critical thinking skills. Second is to analyze the magnitude of the influence exerted by the problem based learning model based on the level of education (SMA and SMP). The third is to review the magnitude of the influence of using the problem-based learning model based on the material being taught (Work and Energy, Fluid, Substance Pressure, Motion, Elasticity, Harmonic Vibration, Electric Current and Electrical Resistance, Temperature and Heat). The fourth examines the magnitude of the influence of the problem-based learning model based on grade levels (VII, VIII, X and XI). The method used in this research is meta-analysis, which is to analyze 20 articles from existing research. Obtained 4 effect size values from the research that has been done. For the effect size, the ability to think critically is 2.25 which is in the high category. Aspect effect size based on the level of education is 2.43 for SMA level. The effect size for the aspect based on the material is 2.99 for the fluid material and the effect size for the aspect based on the grade level is 3.33 at grade XI level.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN TERHADAP PENINGKATAN PEMAHAMAN KONSEP FISIKA SISWA SMA: META-ANALISIS

2021 ◽  
Vol 7 (2) ◽  
pp. 238
Author(s):  
M. Ifdal Hafiz Chan ◽  
Edja Annisa Septia ◽  
Kurnia Febrianti ◽  
Desnita Desnita
Keyword(s):  
High School Students ◽  
Direct Instruction ◽  
Effect Size ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Average Effect ◽  
Average Effect Size

ABSTRAKTujuan dari penelitian ini adalah untuk melihat efektivitas dari beberapa model pembelajaran dalam meningkatkan pemahaman konsep fisika siswa SMA. Penelitian ini merupakan penelitian meta-analisis yang menggambarkan effect size dari penelitian-penelitian pendidikan mengenai pengaruh model-model pembelajaran terhadap pemahaman konsep fisika siswa SMA. Model pembelajaran yang di bandingkan dalam penelitian meta-analisis ini adalah model pembelajaran Discovery Learning, Inkuiri, Kooperatif, Direct Instruction, dan Problem Based Learning. Model pembelajaran yang memiliki efektivitas tertinggi adalah model pembelajaran Langsung (Direct Instruction) dengan nilai rata-rata effect size 1.43 yang termasuk dalam kategori tinggi. Model pembelajaran lain yang juga memiliki nilai rata-rata effect size yang termasuk dalam kategori tinggi adalah model pembelajaran Inkuiri dengan nilai rata-rata effect size 1.39, model pembelajaran Kooperatif dengan nilai rata-rata effect size 1.11, model pembelajaran Discovery Learning dengan nilai rata-rata effect size 0.96, serta model pembelajaran Problem Based Learning dengan nilai rata-rata effect size 0.92. Kata kunci: Meta-Analisis; Discovery Learning; Inkuiri; Kooperatif; Direct Instruction; Problem Based Learning; Pemahaman Konsep; Fisika ABSTRACT The purpose of this study was to see the effectiveness of several learning models in improving the understanding of physics concepts for high school students. This research is a meta-analysis that describes the effect size of educational studies regarding the influence of learning models on the understanding of physics concepts for high school students. The learning models compared in this meta-analysis are the Discovery Learning, Inquiry, Cooperative, Direct Instruction, and Problem Based Learning learning models. The learning model that has the highest effectiveness is the Direct Instruction model with an average effect size value of 1.43 which is included in the high category. Other learning models that also have an average effect size value that is included in the high category are the Inquiry learning model with an average effect size value of 1.39, the Cooperative learning model with an average effect size value of 1.11, and the Discovery Learning learning model with an average value. the average effect size is 0.96, as well as the Problem Based Learning model with an average effect size value of 0.92. Keywords: Meta-Analysis; Discovery Learning; Inquiry; Cooperative; Direct Instruction; Problem Based Learning; Concept Understanding; Physics.

scholarly journals Meta Analisis Model Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Berpikir Kritis di Sekolah Dasar [A Meta-analysis of Problem-Based Learning Models in Increasing Critical Thinking Skills in Elementary Schools]

2018 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Indri Anugraheni
Keyword(s):  
Critical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Google Scholar ◽  
Learning Models ◽  
School Students ◽  
Test Technique

<p>This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researcher used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%.</p><p><strong>BAHASA INDONESIA <strong>ABSTRAK</strong>: </strong>Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran Problem Based Learning untuk meningkatkan keterampilan berpikir kritis di Sekolah Dasar. Model pembelajaran Problem Based Learning adalah proses pembelajaran dimana siswa mampu memiliki pola pikir yang terbuka, refktif, aktif, reflektif dan kritis melalui kegiatan konteks dunia nyata. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui google Cendekia dan studi dokumentasi di perpustakaan. Dari hasil penelusuran diperoleh 20 artikel dari jurnal dan 3 dari repository. Berdasarkan hasil analisis ternyata model pembelajaran Problem Based Learning mampu meningkatkan kemampuan berpikir Siswa mulai dari yang terendah 2,87% sampai yang tertinggi 33,56% dengan rata-rata 12,73%. </p>

scholarly journals Using Problem-Based Learning to Enhance Mathematical Abilities of Primary School Students: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 5 (1) ◽  
pp. 144
Author(s):  
Suparman Suparman ◽  
Maximus Tamur ◽  
Yunita Yunita ◽  
Tommy Tanu Wijaya ◽  
Syaharuddin Syaharuddin
Keyword(s):  
Systematic Review ◽  
Primary School ◽  
Effect Size ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Tool ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Abilities

Several inconsistent research results regarding the effect of Problem-Based Learning (PBL) in enhancing Mathematical Abilities (MA) of primary school students have been reported widely by some researchers. To summarize, estimate, and evaluate the effect of PBL on MA of primary school students and investigate the study characteristics that provoked the heterogeneous effect size, a systematic review and meta-analysis was employed. Hedge's equation was employed to measure effect size using Comprehensive Meta-Analysis (CMA) software as an analysis tool. The synthesis of 16 relevant primary studies revealed that the overall implementation of PBL had a high positive effect (g = 1,050) significantly compared to conventional learning on MA of primary school students based on a random effect model. Moreover, the characteristics of the sampling technique, publication index, and MA significantly caused the heterogeneity of the effect size of PBL towards students' MA. Thus, these results suggest that primary school mathematics teachers should select PBL as one of the best solutions to enhance students' MA and consider the characteristics of students MA that will be improved. Besides, researchers should select random sampling as a sampling technique to select the sample and the literature indexed by Scopus as references to support the quality of research.

scholarly journals META-ANALYSIS EFFECTIVENESS OF PROBLEM-BASED LEARNING MODEL IN SOCIAL SCIENCES

2020 ◽  
Vol 18 (1) ◽  
pp. 22-35
Author(s):  
Lubna Lubna
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Standard Deviation ◽  
Effect Size ◽  
Meta Analysis ◽  
Gifted Students ◽  
Problem Based Learning ◽  
Quantitative Approach ◽  
Learning Method ◽  
Analysis Method

  This research is intended to analyze the effectiveness of problem-based learning in social sciences settings. The study employed a quantitative approach using a meta-analysis method which is defined as the analysis of the same topic existing literature. This study referenced 4 out of 9 representative journals and was determined as the analysis unit. Subsequently, it is decided to make six sub-study out of four analysis unit. Glass’ effect size equation is employed as the data analysis. This study revealed, (1) the overall effect of the problem-based method on the students’ learning achievement standard deviation was 0,795, (2) the utilization of problem-based method showed significant result on the highly motivated and gifted students; (3) this learning method is relevant to all educational stage.

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