Does mathematics topic characteristic cause the heterogeneity of students^ mathematical critical thinking skills using problem-based learning? a meta-analysis study Dadang Juandi (1*), Suparman (1), Maximus Tamur (2), Bambang Avip Priatna Martadiputra (1), Aan Hasanah (1)
1) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
*dadang.juandi[at]upi.edu
2) Universitas Katolik Indonesia Santu Paulus Ruteng, Jl. Jend. A. Yani No. 10, Ruteng 86511, Indonesia
Abstract
Several previous meta-analysis studies have examined the characteristics of sample size, education level, research area, treatment duration, and research year as the causative factors of the heterogeneous effect size of the implementation of problem-based learning (PBL) in cultivating students^ mathematical critical thinking skills (MCTS). However, mathematics topic characteristic as a possible factor that causes the heterogeneous effect size of PBL implementation on the students^ MCTS has been not examined. Therefore, we carried out a meta-analysis study with the random effect model to examine mathematics topic characteristics as the possible factor causing the heterogeneous effect size of PBL implementation in cultivating students^ MCTS. In addition, we employed the P-value of the Q Cochrane statistic to justify the significance of mathematics topic characteristics as a significant or insignificant factor and used Comprehensive Meta-Analysis (CMA) software as a calculation tool. The result revealed that the character of mathematics topic was not a significant factor (Q-value = 2,253- P-value > 0,05) that caused the heterogeneous effect size of PBL implementation in cultivating students^ MCTS. As a consequence, the effect size of PBL implementation in algebra topic, geometry topic, number topic, calculus topic, statistics topic, and trigonometry topic were not different significantly in cultivating students^ MCTS.
