scholarly journals The effects of teaching strategies, methods and techniques on creative thinking: A meta-analysis study

2020 ◽  
Vol 10 (1) ◽  
pp. 149-188
Author(s):  
Burcu GÜRKAN ◽  
Sevda DOLAPÇIOĞLU
Keyword(s):  
Teaching Strategies ◽  
Effect Size ◽  
Creative Thinking ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Thinking Skills ◽  
Meaningful Difference ◽  
Study Results ◽  
Methods And Techniques ◽  
Experimental Effect

This study aims to unify the effect size of experimental studies that were carried out to determine the effect of teaching strategies, methods and techniques on creative thinking skills, and to find out whether this effect size was of significant differences for certain variables. A meta-analysis of 19 studies investigating the effect of teaching strategies, methods and techniques published between 2005-2019 on students' creative thinking skills was conducted. The study results revealed that teaching possessed a moderate effect on students’ creative thinking skills varying considerably based on the grades the study group and the discipline dealt with in the study yet no meaningful difference in terms of the country it was carried at and no experimental effect for the applied teaching strategies, methods and techniques.

scholarly journals The Effect of Educational Robotic Applications on Academic Achievement: A Meta-Analysis Study

2021 ◽  
Vol 5 (4) ◽  
pp. 512-526
Author(s):  
Tarik Talan
Keyword(s):  
Academic Achievement ◽  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Thinking Skills ◽  
Control Group ◽  
Problem Solving Skills ◽  
Analysis Study ◽  
Robotic Applications

In this study, it was aimed to investigate the experimental studies regarding the effect of educational robotic applications on academic achievement by the meta-analysis method. Within the scope of the research, the studies carried out on educational robotic applications were scanned from national and international databases and selected according to inclusion criteria. The sample of the study consisted of 2606 participants with 1300 in the experimental group and 1306 in the control group. In the study, the effect size values and combined effect size of each study included in the meta-analysis were calculated by using CMA. As a result of the study, it has been found that educational robotic applications have a positive and low level effect on academic achievement according to the random effects model. As a result of the analyzes conducted to reveal the publication bias status of the study, it has been found that there is no publication bias in the meta-analysis study. In addition, it has been found that the effect size of educational robotic applications on academic achievement does not change depending on the subject area and duration of application but changes depending on the sample size. In the other studies to be conducted, the effectiveness of the students in different variables such as computational thinking skills, problem solving skills, attitude, motivation, and anxiety levels can be examined in addition to the variables studied.

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 Cross-linguistic influence in simultaneous and early sequential bilingual children: a meta-analysis

2021 ◽  
pp. 1-33
Author(s):  
Chantal VAN DIJK ◽  
Elise VAN WONDEREN ◽  
Elly KOUTAMANIS ◽  
Gerrit Jan KOOTSTRA ◽  
Ton DIJKSTRA ◽  
...  
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Uniform Method ◽  
Bilingual Children ◽  
Average Effect ◽  
Language Dominance ◽  
Average Effect Size ◽  
Comprehensive Theory ◽  
Bilingual Development

Abstract Although cross-linguistic influence at the level of morphosyntax is one of the most intensively studied topics in child bilingualism, the circumstances under which it occurs remain unclear. In this meta-analysis, we measured the effect size of cross-linguistic influence and systematically assessed its predictors in 750 simultaneous and early sequential bilingual children in 17 unique language combinations across 26 experimental studies. We found a significant small to moderate average effect size of cross-linguistic influence, indicating that cross-linguistic influence is part and parcel of bilingual development. Language dominance, operationalized as societal language, was a significant predictor of cross-linguistic influence, whereas surface overlap, language domain and age were not. Perhaps an even more important finding was that definitions and operationalisations of cross-linguistic influence and its predictors varied considerably between studies. This could explain the absence of a comprehensive theory in the field. To solve this issue, we argue for a more uniform method of studying cross-linguistic influence.

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 The Work-family Field: Gaps and Missing Links as Opportunities for Future Research

Innovar ◽  
2017 ◽  
Vol 27 (66) ◽  
pp. 57-74 ◽  
Author(s):  
Katherina Kuschel
Keyword(s):  
Selection Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Positive Side ◽  
Self Selection ◽  
Conference Presentations ◽  
Methodological Problems ◽  
Work Family

This review presents a synthesis and a critique of the development of the existing workfamily (WF) literature during the last decade in order to highlight gaps and limitations in current research. The study revises 83 peer-reviewed articles, book chapters and conference presentations (2004-2014) related to WF in economics, management and psychology disciplines, and classifies the current research into three broad themes for future research paths: i) definitions and theories; ii) background and outcomes of wf conflict, balance and enrichment; and iii) methodological gaps. Advances have been made this decade on meta-analysis and the understanding of the positive side of WF interface. Future research opportunities in this field will include a deeper understanding of how to effectively cope with WF conflict, how to achieve WF enrichment, the use of different methods (qualitative, longitudinal and experimental studies) on samples of new occupations, and how researchers could address methodological problems (causality, endogeneity, simultaneity, effect size, and self-selection bias) to better handle the complexity of WF issues.

Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis

ReCALL ◽  
2014 ◽  
Vol 27 (3) ◽  
pp. 261-287 ◽  
Author(s):  
Huifen Lin
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Large Body ◽  
Experimental Studies ◽  
Oral Proficiency ◽  
Task Type ◽  
Oral Performance ◽  
Mediated Communication ◽  
Computer Mediated

AbstractThe ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic approach to investigate such effects by synthesizing (quasi)experimental studies that provide empirical quantitative data for effect size calculation. A literature search located 25 relevant studies for the final analysis. Each study was independently coded for learner, design and publication characteristics. The averaged effect size was estimated from the included studies. The results of the meta-analysis reveal that communication mediated by computer/technologies produced a moderate positive effect on L2 learners’ oral proficiency compared to face-to-face (F2F) communication or no interaction. Furthermore, CMC has roughly similar effect on pronunciation, lexical and syntactic level of oral production; however, it might have a negative impact on fluency and accuracy. This meta-analysis also found that the effect of CMC on oral proficiency depends on several methodological factors such as task type, outcome measurement, treatment length, and assessment task. Major findings of the current meta-analysis include: (1) studies relying on elicited data are superior to those utilizing naturalistic data; (2) reading aloud seems to be the task that could elicit the best oral performance from students; (3) surprisingly, CMC appeared to be harmful for accuracy and fluency; (4) studies that employed decision-making generated the largest effect size, followed by studies that used more than one task type; (5) among the four tasks, jigsaw actually generated a negative effect on oral performance; and (6) as the most popular task employed by primary researchers, opinion-exchange studies produced the smallest effect size. These findings need to be interpreted as exploratory rather than confirmatory since each of them became less trustworthy after taking into consideration numerous other factors such as CMC task and the particular CMC tool used, etc. Future research suggestions are provided and the limitations of this meta-analysis are addressed.

scholarly journals EFEKTIVITAS MODEL ICARE UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF ALAT OPTIK

2021 ◽  
Vol 7 (1) ◽  
pp. 193
Author(s):  
Risda Destari ◽  
Parsaoran Siahaan ◽  
Ridwan Efendi
Keyword(s):  
Effect Size ◽  
Creative Thinking ◽  
Real Life ◽  
Thinking Skills ◽  
Learning Model ◽  
Test Results ◽  
Optical Instrument ◽  
Significance Level ◽  
Quasi Experimental ◽  
Normalized Gain

ABSTRAKTujuan pendidikan pada saat ini adalah untuk mendidik individu yang dapat memecahkan suatu permasalahan yang mereka temui dalam kehidupan sehari-hari. Salah satu keterampilan yang dibutuhkan untuk memecahkan permasalahan yaitu keterampilan berpikir kreatif. Keterampilan berpikir kreatif merupakan salah satu cara berpikir yang dibutuhkan dalam kehidupan kerja dan masyarakat di abad 21, yang harus dilatihkan kepad apeserta didik Ketika proses pembelajaran. Namun kenyataannya, keterampilan berpikir kreatif ini jarang sekali dilatihkan kepada peserta didik dalam proses pembelajaran. Maka penelitian ini bertujuan untuk menerapkan model pembelajaran ICARE untuk meningkatkan keterampilan berpikir kreatif peserta didik pada materi alat optik. Digunakan metode penelitian semu (quasi experiment) dengan desain one group pretest posttest. Instrumen penelitian berupa soal uraian sebanyak 12 soal yang sudah diuji validitas dan reliabilitasnya. Partisipan dalam penelitian ini adalah 24 peserta didik, dengan mengunakan teknik analisis data gain ternormalisasi untuk melihat peningkatan keterampilan berpikir kreatif dan uji effect size untuk mengetahui efek dari model pembelajaran ICARE. Hasil penelitian berupa nilai gain ternormalisasi sebesar 0,44 yang termasuk kategori sedang dengan taraf signifikansi 0,05. Selanjutnya diperoleh hasil uji effect size untuk keterampilan berpikir kreatif sebesar 3,47 yang termasuk pada kategori tinggi. Hasil ini menunjukan bahwa model pembelajaran ICARE efektif dalam meningkatkan keterampilan berpikir kreatif peserta didik pada materi alat optik. Kata kunci: model pembelajaran ICARE; keterampilan berpikir kreatif; alat optik ABSTRACTThe purpose of education is to guide students to solve problems in real life. One of the skills needed to solve problems is creative thinking skills. Creative thinking skills are one of the ways of thinking that a person needs in work life and society in the 21st century. However, in reality, these creative thinking skills are not trained to students in the learning process. So, this study aims to apply the ICARE learning model to improve the creative thinking skills of class XI SMA students on optical instrument material. A quasi-experimental research method was used with a one-group pretest-posttest research design. The instrument in this study was 12 questions that were reliable and valid in terms of descriptions of creative thinking skills and were given a score of 1-4 in accordance with the assessment rubric. Participants in this study were 24 students, with data analysis techniques using N-Gain and the effect size to determine the effect of the ICARE learning model. The result of this research is a normalized gain value of 0.44 which is included in the medium category with a significance level of 0.05. Furthermore, the effect size test results obtained for creative thinking skills of 3.47 which are included in the high category. These results that the ICARE learning model is effective in improving students' creative thinking skills in optical instrument material. Keywords: ICARE learning model; creative thinking skills; optical material

scholarly journals “ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5139-5152
Author(s):  
Bilqis Firyal Nabilah Et al.
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Creative Thinking ◽  
Science Achievement ◽  
Thinking Skills ◽  
Control Group ◽  
High Achievement ◽  
Low Achievement ◽  
Study Results ◽  
Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

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