Does project-based learning cultivate students^ mathematical critical thinking skills? A meta-analysis Study Yanheni Susiyanti (1*), Dadang Juandi (1), Suparman (1)
1) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
* yanhenisusiyanti[at]upi.edu
Abstract
Some researcher has conducted meta-analysis studies regarding the implementation of project-based learning (PjBL) for students^ motivations, attitudes, and learning outcomes and critical thinking skills in science education such as biology, chemistry, and physic. However, this meta-analysis study focuses on students^ mathematical critical thinking skills (MCTS). We employed a meta-analysis study with the random effect model to summarize and estimate the effect of PjBL implementation in cultivating the students^ MCTS, and investigate some study characteristic such as sample size, education level, and treatment duration that can create the heterogeneous effect size of PjBL implementation on the students^ MCTS. In addition, we used Hedge^s formula to measure the effect size and employed Comprehensive Meta-Analysis (CMA) software as a calculation tool. The result revealed that the overall effect size of PjBL implementation in cultivating students^ MCTS was g = 0,610 (moderate effect). Moreover, the implementation of PjBL could cultivate significantly the students^ MCTS. Furthermore, education level was one of the study characteristics that created significantly the heterogeneous effect size of PjBL implementation on students^ MCTS. This study recommends mathematics teachers that they should select PjBL as one of the alternative mathematics learnings to be implemented in mathematics classroom in cultivating the students^ MCTS.
