Using Problem-Based Learning to Enhance Mathematical Abilities of Primary School Students: A Systematic Review and Meta-Analysis
DOI:
https://doi.org/10.31764/jtam.v5i1.3806Keywords:
Mathematical Abilities, Meta-Analysis, Problem-Based Learning, Systematic Review.Abstract
Several inconsistent research results regarding the effect of Problem-Based Learning (PBL) in enhancing Mathematical Abilities (MA) of primary school students have been reported widely by some researchers. To summarize, estimate, and evaluate the effect of PBL on MA of primary school students and investigate the study characteristics that provoked the heterogeneous effect size, a systematic review and meta-analysis was employed. Hedge's equation was employed to measure effect size using Comprehensive Meta-Analysis (CMA) software as an analysis tool. The synthesis of 16 relevant primary studies revealed that the overall implementation of PBL had a high positive effect (g = 1,050) significantly compared to conventional learning on MA of primary school students based on a random effect model. Moreover, the characteristics of the sampling technique, publication index, and MA significantly caused the heterogeneity of the effect size of PBL towards students' MA. Thus, these results suggest that primary school mathematics teachers should select PBL as one of the best solutions to enhance students' MA and consider the characteristics of students MA that will be improved. Besides, researchers should select random sampling as a sampling technique to select the sample and the literature indexed by Scopus as references to support the quality of research.References
Ali, R., Hukamdad, H., Akhter, A., & Khan, A. (2010). Effect of using problem-solving method in teaching mathematics on the achievement of mathematics students. Asian Social Science, 6(2), 67–72. https://doi.org/10.5539/ass.v6n2p67
Allen, D. E., Duch, B. J., & Groh, S. E. (1996). The power of problem-based learning in teaching introductory science courses. New Directions for Teaching and Learning, 1996(68), 43–52. https://doi.org/10.1002/tl.37219966808
Anugraheni, I. (2018). Meta-analisis model pembelajaran problem-based learning dalam meningkatkan keterampilan berpikir kritis di Sekolah Dasar. POLYGLOT: A Journal of Language, Literature, Culture, and Education, 14(1), 9–18. https://doi.org/http://dx.doi.org/10.19166/pji.v14i1.789
Astuti, W. P., Wahyudi, W., & Indarini, E. (2018). Efektivitas model pembelajaran problem-based learning dan problem-solving terhadap kemampuan berpikir kreatif matematika. Jurnal Imiah Pendidikan Dan Pembelajaran PPs Universitas Pendidikan Ganesha, 2(2), 159–166. https://doi.org/10.23887/jipp.v2i2.15349
Batdi, V. (2014a). A meta-analysis study comparing problem-based learning with traditional instruction. Electronic Journal of Social Sciences, 13(51), 346–364. https://doi.org/10.17755/esosder.12812
Batdi, V. (2014b). The effects of a problem-based learning approach on students attitude levels: A meta-analysis. Educational Research and Reviews, 9(9), 272–276. https://doi.org/10.5897/err2014.1771
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122. https://doi.org/10.1007/s12528-013-9077-3
Bolstad, O. H. (2020). Secondary teachers ’ operationalisation of mathematical literacy. European Journal of Science and Mathematics Education, 8(3), 115–135.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Willey and Son Ltd. https://doi.org/10.1007/978-3-319-14908-0_2
Chang, C. S., Chung, C. H., & Chang, J. A. (2020). Influence of problem-based learning games on effective computer programming learning in higher education. Educational Technology Research and Development, 68(5), 2615–2634. https://doi.org/10.1007/s11423-020-09784-3
Cleophas, T. J., & Zwinderman, A. H. (2017). Modern meta-analysis: Review and update of methodologies. Springer International Publishing. https://doi.org/10.1007/978-3-319-55895-0
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. Routledge Taylor & Francis Group. https://doi.org/10.1111/j.1751-5823.2012.00187_26.x
Demirel, M., & Dağyar, M. (2016). Effects of Problem-Based Learning on Attitude: A Meta-analysis Stud. EURASIA Journal of Mathematics, Science & Technology Education, 12(8), 2115–2137. https://doi.org/10.12973/eurasia.2016.1293a
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. https://doi.org/10.1016/S0959-4752(02)00025-7
Firdaus, F. M., Wahyudin, W., & Herman, T. (2017). Improving primary students’ mathematical literacy through problem-based learning and direct instruction. Educational Research and Reviews, 12(4), 212–219. https://doi.org/10.5897/err2016.3072
Gijbels, D., Dochy, F., Van Den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27–61. https://doi.org/10.3102/00346543075001027
Gunawan, I. W. A., Tegeh, I. M., & Suarjana, M. (2017). Pengaruh model pembelajaran PBL berbantuan media LKS terhadap kemampuan pemecahan masalah matematika siswa kelas V SD Gugus V Kecamatan Abang. E-Journal PGSD Universitas Pendidikan Ganesha, 5(2), 1–10. https://doi.org/http://dx.doi.org/10.23887/jjpgsd.v5i2.10812
Harwell, M. (2020). Growth in the Amount of Literature Reviewed in a Meta-Analysis and Reviewer Resources. Mid-Western Educational Researcher, 32(1), 31–47.
Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analysis. British Medical Journal, 327, 557–560. https://doi.org/10.1007/s10844-006-2974-4
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hung, W. (2015). Problem-based learning: Conception, practice, and future. In Authentic problem-solving and learning in the 21st century (pp. 75–92). Springer. https://doi.org/10.1007/978-981-287-521-1_5
Indriani, D. S., Widyasari, W., & Amril, L. o. (2019). Pengaruh model pembelajaran berbasis masalah terhadap kemampuan berpikir kreatif matematis siswa pada materi bilangan pecahan kelas IV SDIT At-Thoriq. E-Journal Skripsi: Fakultas Keguruan Ilmu Pendidikan, 2(3), 1–21.
Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., Siagian, M. D., Sulastri, R., & Negara, H. R. P. (2021). The Effectiveness of Dynamic Geometry Software Applications in Learning Mathematics: A Meta- Analysis Study. International Journal Interactive Mobile Technologies, 15(02), 18–37. https://doi.org/10.3991/ijim.v15i02.18853
Kadir, K., Milama, B., & Khairunnisa, K. (2013). Meta-analisis efektivitas pendekatan problem-solving dalam pembelajaran sains dan metametika. Lembaga Penelitian UIN Syarif Hidayatullah. https://doi.org/10.1017/CBO9781107415324.004
Kaharuddin, A. (2018). Effect of problem-based learning model on mathematical learning outcomes of 6th grade students of elementary school accredited B in Kendari City. International Journal of Trends in Mathematics Education Research, 1(2), 43–46. https://doi.org/10.33122/ijtmer.v1i2.14
Katminingsih, Y., & Widodo, S. (2015). Pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kreatif matematis siswa ditinjau menurut gender siswa SD Negeri Tarokan Kediri. Math Educator Nusantara, 1(1), 77–89.
Khan, S. (2020). Meta-Analysis. In S. Khan (Ed.), Meta-Analysis (First). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-15-5032-4
Kodariyati, L., & Astuti, B. (2016). Pengaruh model PBL terhadap kemampuan komunikasi dan pemecahan masalah matematika siswa kelas V SD. Jurnal Prima Edukasia, 4(1), 93–106. https://doi.org/https://doi.org/10.21831/jpe.v4i1.7713
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. In Journal of Clinical Epidemiology (Vol. 62, Issue 10). https://doi.org/10.1016/j.jclinepi.2009.06.006
McHugh, M. L. (2012). Lessons in biostatistics interrater reliability : the kappa statistic. Biochemica Medica, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031
Mike, W., & Cheung, L. (2015). Meta-analysis: A structural equation modeling approach. John Willey and Son Ltd. https://doi.org/10.1002/9781118957813
Nahdi, D. S. (2018). Eksperimentasi model problem-based learning dan model guided discovery learning terhadap kemampuan pemecahan masalah matematis ditinjau dari self-efficacy siswa. Jurnal Cakrawala Pendas, 4(1), 50–56. https://doi.org/10.31949/jcp.v4i1.711
Neber, H., & Neuhaus, B. J. (2013). Creativity and problem-based learning (PBL): A neglected relation. In Creativity, talent and excellence (pp. 43–56). Springer. https://doi.org/10.1007/978-981-4021-93-7
Newman, M. J. (2005). Problem-based learning: An introduction and overview of the key features of the approach. Journal of Veterinary Medical Education, 32(1), 12–20. https://doi.org/10.3138/jvme.32.1.12
Paloloang, M. F. B., Juandi, D., Tamur, M., Paloloang, B., & Adem, A. M. G. (2020). Meta Analisis: Pengaruh Problem-Based Learning Terhadap Kemampuan Literasi Matematis Siswa Di Indonesia Tujuh Tahun Terakhir. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 851–864. https://doi.org/10.24127/ajpm.v9i4.3049
Pigott, T. D., & Polanin, J. R. (2020). Methodological Guidance Paper: High-Quality Meta-Analysis in a Systematic Review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153
Pohan, A. M., Asmin, A., & Menanti, A. (2020). The effect of problem-based learning and learning motivation of mathematical problem-solving skills of class 5 students at SDN 0407 Mondang. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 531–539. https://doi.org/10.33258/birle.v3i1.850
Purssell, E., & Mccrae, N. (2020). How to Perform a Systematic Literature Review. https://doi.org/10.1007/978-3-030-49672-2
Puyada, D., & Putra, R. R. (2018). Meta-analisis pengaruh problem-based learning dan virtual laboratory terhadap hasil belajar siswa. INVOTEK: Journal of Vocational Innovation and Technology, 18(2), 9–16. https://doi.org/10.24036/invotek.v18i2.257
Rahman, F., Yurniwati, Y., & Bintoro, T. (2018). Pengaruh model problem-based learning (PBL) terhadap kemampuan pemecahan masalah matematika ditinjau dari metakognisi belajar siswa Sekolah Dasar. Indonesian Journal of Primary Education, 2(1), 48. https://doi.org/10.17509/ijpe.v2i1.11648
Respati, R., & Gusrayani, D. (2016). Pengaruh Pendekatan Problem-Based Learning (Pbl) Terhadap Kemampuan Pemahaman Matematis Dan Komunikasi Matematis Siswa Pada Materi Skala Dan Perbandingan. Pengaruh Pendekatan Problem-Based Learning (Pbl) Terhadap Kemampuan Pemahaman Matematis Dan Komunikasi Matematis Siswa Pada Materi Skala Dan Perbandingan, 1(1), 171–180. https://doi.org/10.23819/pi.v1i1.2951
Riswari, L. A., Yanto, H., & Sunarso, A. (2018). The effect of problem-based learning by using demonstration method on the ability of problem-solving. Journal of Primary Education, 7(3), 356–362. https://doi.org/10.15294/JPE.V7I3.24519
Ronis, D. L. (1999). Performance-based learning and the NCTM recommendations. 54th Annual Conference and Exhibit Show of ASCD, 1–8.
Rosmala, A., Isrok’atun, & Panjaitan, R. L. (2017). Perbandingan pengaruh pendekatan problem-based learning dan pendekatan inkuiri terbimbing terhadap kemampuan komunikasi matematis dan motivasi belajar siswa. Jurnal Pena Ilmiah, 2, 171–180. https://doi.org/10.17509/JPI.V2I1.11213
Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. In Publication bias in meta-analysis: prevention, assessment and adjustments (pp. 1–7). John Willey and Son Ltd. https://doi.org/10.1002/0470870168.ch1
Ruchaedi, D., Suryadi, D., & Herman, T. (2016). Pengaruh problem-based learning (PBL) terhadap kemampuan heuristik pemecahan masalah dan sikap matematis siswa Sekolah Dasar. Humaniora: Jurnal Pendidikan Dasar, 7(1). https://doi.org/10.31949/jcp.v2i2.331
Sanabria, J. C., & Arámburo-Lizárraga, J. (2017). Enhancing 21st century skills with AR: Using the gradual immersion method to develop collaborative creativity. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 487–501. https://doi.org/10.12973/eurasia.2017.00627a
Savery, J. R. (2006). Overview of PBL: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/https://doi.org/10.7771/1541-5015.1002
Schmidt, H. G. (1983). Problemâ€based learning: Rationale and description. Medical Education, 17(1), 11–16. https://doi.org/10.1111/j.1365-2923.1983.tb01086.x
Shelby, L. B., & Vaske, J. (2008). Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30(2), 96–110. https://doi.org/10.1080/01490400701881366
Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27, 205–217. https://doi.org/10.1016/j.edurev.2019.03.007
Silber-Varod, V., Eshet-Alkalai, Y., & Geri, N. (2019). Tracing research trends of 21st-century learning skills. British Journal of Educational Technology, 50(6), 3099–3118. https://doi.org/10.1111/bjet.12753
Susanti, N., Juandi, D., & Tamur, M. (2020). The Effect of Problem-Based Learning ( PBL ) Model On Mathematical Communication Skills of Junior High School Students – A Meta-Analysis Study. JTAM (Jurnal Teori Dan Aplikasi Matematika), 4(2), 145–154. https://doi.org/10.31764/jtam.v4i2.2481
Tamur, M, Jehadus, E., Nendi, F., Mandur, K., & Murni, V. (2020). Assessing the effectiveness of the contextual teaching and learning model on students ’ mathematical understanding ability : a meta-analysis study. Journal of Physics: Conference Series, 1657(1), 012067. https://doi.org/10.1088/1742-6596/1657/1/012067
Tamur, M, & Juandi, D. (2020). Effectiveness of Constructivism Based Learning Models Against Students Mathematical Creative Thinking Abilities in Indonesia: A Meta-Analysis Study. Pervasive Health: Pervasive Computing Technologies for Healthcare, 1, 107–114. https://doi.org/10.4108/eai.12-10-2019.2296507
Tamur, Maximus, Juandi, D., & Adem, A. M. G. (2020). Realistic Mathematics Education in Indonesia and Recommendations for Future Implementation : A Meta-Analysis Study. Jurnal Teori Dan Aplikasi Matematika, 4(1), 17–27. https://doi.org/10.31764/jtam.v4i1.1786
Tamur, Maximus, Juandi, D., & Kusumah, Y. S. (2020). The Effectiveness of the Application of Mathematical Software in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 13(4), 867–884. https://doi.org/10.29333/iji.2020.13453a
Tamur, Maximus, Mandur, K., & Pereira, J. (2021). Do Combination Learning Models Change The Study Effect Size? A Meta-Analysis Of Contextual Teaching And Learning. Journal Of Education Expert (JEE), 4(1), 1–9. https://doi.org/10.30740/jee.v4i1p1-9
Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. A Work-learning Research Publication.
Torp, L., & Sage, S. (2002). Problems as possibilities: Problem-based learning for K–16 education (2nd ed.). Association for Supervision and Curriculum Development.
Üstün, U., & Eryilmaz, A. (2014). A research methodology to conduct effective research syntheses: A meta-analysis. Education and Science, 39(174), 1–32. https://doi.org/10.15390/EB.2014.3379
Uygun, N., & Tertemiz, N. I. (2014). Effect of problem-based learning on students attitudes, achievement and retention of learning in math course. Education and Science, 39(174), 75–90. https://doi.org/10.15390/EB.2014.1975
Vevea, J. L., Zelinsky, N. A. M., & Orwin, R. G. (2019). Evaluating coding decisions. In The handbook of research synthesis and meta-analysis (3rd ed., pp. 174–201). Russel Sage Foundation. https://doi.org/https://doi.org/10.7758/9781610448864
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
Yunita, Y., Juandi, D., Tamur, M., Adem, A. M. G., & Pereira, J. (2020). A meta-analysis of the effects of problem-based learning on students ’ creative thinking in mathematics. Beta: Jurnal Tadris Matematika, 13(2), 104–116. https://doi.org/10.20414/betajtm.v13i2.380
Zotou, M., Tambouris, E., & Tarabanis, K. (2020). Data-driven problem based learning: enhancing problem based learning with learning analytics. Educational Technology Research and Development, 68(2020), 3393–3424. https://doi.org/10.1007/s11423-020-09828-8
Downloads
Published
Issue
Section
License
Authors who publish articles in JTAM (Jurnal Teori dan Aplikasi Matematika) agree to the following terms:
- Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
