The impact of Problem-Based Learning toward Increasing the ability of mathematical problem Solving and Literacy: Meta-Analysis Study D Juandi, E Nurlaelah, JA Dahlan, M Tamur, Suparman, MFB Paloloang
Universitas Pendidikan Indonesia
Jl.Dr.Setiabudi 228 Bandung
Abstract
This study aims to analyze the impact of the application of Problem-Based Learning (PBL) to increasing the ability of mathematical problem solving and literacy. The method used is a meta-analysis of 35 articles published in national proceedings, national and international journals published between 2013 and 2020. Data collection using the Google search engine and manual search. Journal articles reviewed from research results with experimental designs. Data analyzed were the effect sizes (ES) of each PBL trial with inclusion criteria including study years, study levels, and sample sizes. The analysis tool uses the Comprehensive Meta-Analysis (CM A) program, and the effect size index of the Hedges-g equation is obtained based on a random-effects model. The results found the effect-size of the overall results of the experiment, in general, have impact medium quality. Based on the study year, there is no significant difference of opinion on the impact of PBL on the improvement of mathematical problem-solving ability, whereas on increasing the mathematical literacy ability, the results are higher in research conducted in 2011-2014 and 2019-2020. Based on the level of education, a better impact occurs on increasing the ability to mathematical problem-solving if PBL is applied to secondary school students, while on increasing mathematical literacy ability, the impact is higher for the college sample. Based on the sample size of the research, PBL is more effective to improve the problem-solving ability of samples less than 30, while on increasing mathematical literacy ability is more suitable for sample sizes of more than 30.
Keywords: Problem-Based Learning, Meta Analisis, Mathematical Problem solving, Mathematical literacy, efect size
