The Effect of Problem-Based Learning on Mathematical Understanding: A Meta-Analysis Study Based on Subject Matters in Mathematics Ahmad Badawi (a*), Dadang Juandi (a), Al Jupri (a), Suparman (a)
a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*) alwibadawi[at]upi.edu
Abstract
This study aims to analyze the effect sizes of Problem-Based Learning (PBL) implementations on mathematical understanding in various types of subject matters. This study used a meta-analysis method to analyze fourteen primary studies about effect of PBL on mathematical understanding that conducted in Indonesia and published in 2016 - 2020. The data analysis process used Comprehensive Meta-Analysis (CMA) V3 Software. The results of study showed that the combined effect of PBL implementation toward mathematical understanding was 0.949, with p-value = 0.000. It means that there was significant difference in effect between PBL model and conventional model on students^ mathematical understanding. That effect size of PBL on students^ mathematical understanding was classified to moderate effect. Based on analysis results, there was no significant difference in effect of PBL that implemented in various types of subject matters. But, based on the effect size, PBL implementation is more suggested for improving students^ mathematical understanding in learning Geometry Topics.
