Does Problem-Based Learning Model Enhance Mathematical Reasoning Ability? A Meta-Analysis Study Rhona Febriany Sary (a*), Siti Fatimah (b)
a,b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. DR. Setiabudi No.229, Bandung, 40154, Indonesia
*rhona.sary[at]upi.edu
Abstract
This study aims to evaluate the application of Problem-Based Learning (PBL) models in enhancing the mathematical reasoning abilities of Indonesian secondary school students. This study uses a meta-analysis method in reviewing similar articles searched on Google Scholar, Education Resources Information Center (ERIC), Directory Open Access Journal (DOAJ), IOP Science, and Garuda Portal. Based on searches, ten articles that met the inclusion criteria were analyzed using Comprehensive Meta-Analysis (CMA) software. As a result of the analysis, the combined effect size is 1,281 with a large effect category. Here, it shows that the PBL model has more influential effectiveness than conventional learning in improving the mathematical reasoning skill of students. In addition, there are five leading characteristics examined as moderate variables: sample size, sampling technique, sampling area, education level, and year of publication. As an outcome, the sampling area and education level have a significant effect also to encourage this skill. Hence, these data indicate that PBL effectively builds up the accomplishment of mathematical reasoning ability itself.
