Cultivating secondary school students^ mathematical critical thinking skills using technology-assisted problem-based learning: A meta-analysis study
Suparman (1*), Dadang Juandi (1), Bambang Avip Priatna Martadiputra (1), Aan Hasanah (1), Ahmad Badawi (1), Nipa Susanti (1), Yunita Yunita (1)

1) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
* arman95[at]upi.edu

Abstract

Meta-analysis studies regarding the enhancement of students^ mathematical critical thinking skills (MCTS) employing problem-based learning (PBL) have been carried out by some researchers. However, the use of technology such as online platforms or mathematics software in PBL for students^ MCTS still seems to be rarely conducted. To summarize and estimate the effect of technology-assisted PBL on students^ MCTS, and investigate some factors such as technology type, sample size, education level, treatment duration, and mathematics material that have the opportunity to cause the heterogeneous effect size, we employed meta-analysis with the random effect model. In addition, we selected Hedge^s equation to measure its effect size and used Comprehensive Meta-Analysis (CMA) software as a calculation tool. From seven primary studies synthesized, this study revealed that the overall effect size of technology-assisted PBL implementation on students^ MCTS was g = 0,962 and it was categorized as a moderate effect. Moreover, technology-assisted PBL implementation was able to cultivate significantly students^ MCTS. Furthermore, some factors investigated did not cause significantly the heterogeneous effect size. Thus, this study suggests mathematics teachers that they should apply technology-assisted PBL in mathematics learning as one of the best solutions to cultivate the low students^ MCTS.

Keywords: Technology-Assisted Problem-Based Learning, Mathematical Critical Thinking Skills, Meta-Analysis

Topic: Mathematics Education