Problem-Based Learning for Mathematical Critical Thinking Skills: A Meta-Analysis
Many Indonesian researchers have conducted studies regarding the implementation of problem-based learning (PBL) on students’ mathematical critical thinking skills (MCTS). However, some reports show an inconsistent result about the effect of problem-based learning (PBL) on students’ MCTS. In contrast, education policymakers such as mathematics teachers and lecturers need accurate and clear information about it. Therefore, this study aims to evaluate, summarize, and estimate the PBL implementation for students’ MCTS during the last four years. Moreover, this study investigates the characteristics of publication year, research area, education level, and sample size, which will possibly affect the heterogeneous effect size data. Seventeen relevant primary studies published in national or international journals or proceedings during 2017-2020 were analyzed using meta-analysis. The comprehensive meta-analysis (CMA) software was used as the analysis tool with selecting Hedges’ formula to determine the size of its effect. The result revealed that the implementation of PBL had a strong positive effect significantly in upgrading the students’ MCTS. In addition, the characteristics of publication year significantly caused the heterogeneous effect size data. Thus, these results recommend that Indonesian lecturers and mathematics teachers select PBL as an alternative solution to upgrade students’ MCTS.
Keywords: problem-based learning, mathematical critical thinking skills, meta-analysis.
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