ABSTRACT
There have been many literatures presenting a meta-analysis on the overall effect of problem-based learning (PBL). However, there has been no specific meta-analysis on the overall effect of PBL on higher-order thinking skills (HOTS). The suggestion to promote HOTS supported by PBL leads to the need to consider the implications of related primary studies' heterogeneity level. This study aims to summarize, estimate, and evaluate the effect of PBL on Indonesian students’ HOTS in Mathematics learning using systematic review and meta-analysis that synthesize nine relevant primary studies published in Scopus journals and proceedings during 2016 - 2020. The Hedge equation was chosen to determine its effect size using Comprehensive Meta-Analysis (CMA) software. The result revealed that the overall implementation of PBL had a very high positive effect significantly in enhancing Indonesian students’ HOTS in Mathematics learning based on random effect model. Moreover, the characteristics of HOTS did not cause the heterogeneity of the study results on the effect of PBL on students’ HOTS. These results suggest that Indonesian Mathematics teachers and lecturers should select PBL as one of the best solutions to enhance students’ HOTS in Mathematics learning.
- Bellamy, C. 2007. Online democratic deliberation in a time of information abundance. Fast Capitalism, 2(2), 121 – 126.Google ScholarCross Ref
- Apriyani, T. D., Fadiawati, N., and Syamsuri, M. M. F. 2019. The effectiveness of problem-based learning on hoax information to improve students' critical thinking skills. International Journal of Chemistry Education Research, 3(1), 15 – 22.Google ScholarCross Ref
- Sellnow, T. L., Parrish, A., and Samenas, L. 2019. From hoax as crisis to crisis as a hoax: Fake news and information disorder as disruptions to the discourse of renewal. Journal of International Crisis and Risk Communication Research, 2(1), 121 – 142.Google ScholarCross Ref
- Tukina, Mozin, A. R., and Sanjaya, M. 2020. Disruptive innovation: A case of solving hoax information in Indonesia. Humaniora, 11(1), 7 – 11.Google ScholarCross Ref
- Lewis, A., and Smith, D. 1993. Defining higher-order thinking. Theory into Practice, 32(3), 131 – 137.Google ScholarCross Ref
- Glaser, R. 1984. Education and thinking. American Psychologist, 39(2), 93 – 104.Google ScholarCross Ref
- Newmann, F. M. 1988. Higher-order thinking in the high school curriculum. NASSP Bulletin, 72, 58 – 64.Google ScholarCross Ref
- Allen, D. E., Duch, B. J., and Groh, S. E. 1996. The power of problem-based learning in teaching introductory science courses. New Directions for Teaching and Learning, 68, 43 - 52.Google ScholarCross Ref
- Hmelo-Silver, C. E. 2004. Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235 – 266.Google ScholarCross Ref
- 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.Google ScholarCross Ref
- Yew, E. H. J., and Goh, K. 2016. Problem-based learning: An overview of its process and its impact on learning. Health Professions Education, 2(2), 1 – 5.Google ScholarCross Ref
- Nargundkar, S., Samaddar, S., and Mukhopadhyay, S. 2014. A guided problem-based learning (PBL) approach: Impact on critical thinking. Decision Sciences Journal of Innovative Education, 12(2), 91 – 108.Google ScholarCross Ref
- Neber, H., and Neuhaus, B. J. 2013. Creativity and problem-based learning (PBL): A neglected relation. In: Tan, A. G. (eds) Creativity, Talent, and Excellence. Springer, Singapore. 43 – 56.Google Scholar
- Du, X. Y., Emmersen, J., Toft, E., and Sun, B. 2013. PBL and critical thinking disposition in Chinese medical students-A randomized cross-sectional study. Journal of Problem Based Learning in Higher Education, 1(1), 72 – 83.Google Scholar
- Samura, A. O., Juandi, D., and Darhim. 2020. Improving mathematical critical thinking skills through problem-based learning. Proceedings in International Conference on Mathematics and Science Education 2019 (ICMScE 2019), 1 – 6.Google ScholarCross Ref
- Wahyu, E. S., Sahyar., dan Ginting, E. M. 2017. The effect of problem-based learning (PBL) model toward a student's critical thinking and problem-solving ability in senior high school. American Journal of Educational Research, 5(6), 633 – 638.Google Scholar
- Yolanda, F. 2019. The effect of problem-based learning on mathematical critical thinking skills of junior high school students. Proceedings in ICRIEMS 6, 1 – 7.Google Scholar
- Katminingsih, Y., and Widodo, S. 2015. Pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kreatif matematis siswa ditinjau menurut gender siswa SD Negeri Tarokan Kediri. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Matematika, 1(1), 77 – 89.Google Scholar
- Pohan, A. M., Asmin, and 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 Journal, 3(1), 531 – 539.Google ScholarCross Ref
- Ahdhianto, E., Marsigit, Haryanto, and Nurfauzi, Y. 2020. Improving fifth-grade students’ mathematical problem-solving and critical thinking skills using problem-based learning. Universal Journal of Educational Research, 8(5), 2012 – 2021.Google ScholarCross Ref
- 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.Google Scholar
- Ali, R., Hukamdad, Akhter, A., and Khan, A. 2010. Effect of using the problem-solving method in teaching mathematics on the achievement of mathematics students. Asian Social Science, 6(2), 67 – 72.Google ScholarCross Ref
- 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.Google ScholarCross Ref
- Cumming, G. 2012. Understanding the new statistics effect sizes, confidence, intervals, and meta-analysis. London: Routledge.Google Scholar
- Glass, G. V., McGaw, B., and Smith, M. L. 1981. Meta-analysis in social research. London: Sage Publications Inc.Google Scholar
- Boreinstein, M., Hedges, L. V., Higgins, J. P. T., and Rothstein, H. R. 2009. Introduction to meta-analysis. United Kingdom: John Willey & Sons Ltd.Google Scholar
- Cleophas, T. J., and Zwinderman, A. H. 2017. The modern meta-analysis (review and update of methodologies). Switzerland: Springer International Publishing.Google Scholar
- Mike, W., and Cheung, L. 2015. Meta-analysis: A structural equational modeling approach. United Kingdom: John Willey & Sons Ltd.Google Scholar
- Shelby, L. B., and Vaske, J. J. 2008. Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30, 96 – 110.Google ScholarCross Ref
- Miterianifa, Trisnayanti, Y., Khoiri, A., and Ayu, H. D. 2019. Meta-analysis: The effect of problem-based learning on students’ critical thinking skills. Proceedings in the 2nd International Conference on Science, Mathematics, Environment, and Education 2019, July 26 -28, Surakarta, Indonesia, 2194 (1), 1-7.Google ScholarCross Ref
- Ceviker Ay, S., and Orhan, A. 2020. The effect of different critical thinking teaching approaches on critical thinking skills: A meta-analysis study. Pamukkale Universitesi Egitim Fakultesi Dergisi, 49, 88 – 111.Google Scholar
- Kong, L., Qin, B., Zhou, Y., Mou, S., and Gao, H. 2014. The effectiveness of problem-based learning on the development of nursing students' critical thinking: A systematic review and meta-analysis. International Journal of Nursing Studies, 51, 458 – 469.Google ScholarCross Ref
- Niu, L., Linda, S., Behar_Horenstein, and Garvan, C. W. 2013. Do instructional interventions influence college students' critical thinking skills? A meta-analysis. Educational Research Review, 9, 114 – 128.Google ScholarCross Ref
- Lo, C. O., and Feng, L. 2020. Teaching higher-order thinking skills to gifted students: A meta-analysis. Gifted Education International, 36(2), 196 - 217.Google ScholarCross Ref
- Tamur, M., and Juandi, D. 2020. Effectiveness of constructivism-based learning models against students' mathematical creative thinking abilities in Indonesia: A meta-analysis study. Proceedings in MSCEIS 2019, October 12, Bandung, Indonesia, 1 – 8.Google Scholar
- Park, I. 2019. The effect of problem-based learning strategies (PBL) on problem-solving skills: A meta-analysis. Journal of the Korea Convergence Society, 10(10), 197 – 205.Google Scholar
- Rothestein, H. R., Sutton, A. J., and Boreinstein, M. 2005. Publication bias in meta-analysis: Prevention, assessment, and adjustment. USA: John Willey & Sons Ltd.Google Scholar
- Ustun, U., and Eryilmaz, A. 2014. A research methodology to conduct effective research syntheses: Meta-analysis. Education and Science, 39 (174), 1 – 32.Google Scholar
- Littell, J. H., Corcoran, J., and Pillai, V. 2008. Systematic review and meta-analysis. New York: Oxford University Press Inc.Google Scholar
- Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., and 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 Higher Education, 26, 87 – 122Google ScholarCross Ref
- Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gotzsche, P. C., Ionnidas, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., and Moher, D. 2009. The PRISMA statement for reporting systematic reviews and meta-analysis of studies that evaluate health care interventions: explanation and elaboration. Journal of Clinical Epidemiology, 62, 1 – 34.Google ScholarCross Ref
- Orwin, R. G., Zelinsky, N. A. M., and Vevea, J. L. 2019. Evaluating Coding Decisions. In Copper, H., Hedges, L. V., dan Valentine, J. C., The handbook of research synthesis and meta-analysis, 3rd edition. New York: Russel Sage Foundation.Google Scholar
- Lipsey, M. W., and Wilson, D. B. 2001. Practical meta-analysis. Thousand Oaks, CA: SAGE Publication Inc.Google Scholar
- Copper, H., Hedges, L. V., and Valentine, J. C. 2019. The handbook of research synthesis and meta-analysis, 3rd edition. New York: Russel Sage Foundation.Google Scholar
- Viera, A. J., and Garret, J. M. 2005. Understanding interobserver agreement: The Kappa statistic. Family Medicine, 37(5), 360 – 363.Google Scholar
- Thalheimer, W., and Cook, S. How to calculate effect sizes from published research: A simplified methodology, Retrieved from http://work-learning.com/effect_size.htm, 1 – 9, September 29, 2020.Google Scholar
- Light, R., and Pillemer, D. 1984. Summing up: the science of reviewing research. Cambridge: Havard University Press.Google Scholar
- Duval, S., and Tweedie, R. 2000. Trim and fill: A simple funnel plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455 – 463.Google ScholarCross Ref
- Gleser, L. J., and Olkin, I. 1996. Models for estimating the number of unpublished studies. Statistics in Medicine, 15, 2493 – 2507.Google ScholarCross Ref
- Higgins, J.P., and Thompson, S. G. 2002. Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21, 1539 – 1558.Google ScholarCross Ref
- Higgins, J. P., Thompson, S. G., Deeks, J. J., and Altman, D. G. 2003. Measuring inconsistency in meta-analysis. British Medical Journal, 327, 557 – 560.Google ScholarCross Ref
- Siddiq, F., and 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.Google ScholarCross Ref
- Savery, J. R. 2006. Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9 – 20.Google ScholarCross Ref
- Torp, L., and Sage, S. 2002. Problems as possibilities: Problem-based learning for K-16 education (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum.Google Scholar
- Schmidt, H. G. 1983. Problem-based learning: Rationale and description. Medical Education, 17, 11 – 16.Google ScholarCross Ref
- Barrows, H. S. 1996. Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 3 – 12.Google Scholar
- Hung, W. 2006. The 3C3R model: A conceptual framework for designing problems in PBL. Interdisciplinary Journal of Problem-Based Learning, 1(1), 55 – 77.Google ScholarCross Ref
- Dagyar, D., and Demirel, M. 2015. Effects of problem-based learning on academic achievement: A meta-analysis study. Education and Science, 40(181), 139 – 174.Google Scholar
- Suparman, Juandi, D., and Tamur, M. 2021. Review of problem-based learning trends in 2010-2020: A meta-analysis study of the effect of problem-based learning in enhancing mathematical problem-solving skills of Indonesian students. Journal of Physics: Conference Series, 1722(012103), 1 – 9.Google Scholar
Recommendations
Technology-Assisted Problem-Based Learning against Common Problem-Based Learning in Cultivating Mathematical Critical Thinking Skills: A Meta-Analysis
ICETM '21: Proceedings of the 2021 4th International Conference on Education Technology ManagementThis study aims to compare the effect of technology-assisted problem-based learning (PBL) and the common PBL in cultivating students' mathematical critical thinking skills (MCTS). A meta-analysis was used to conduct this study by selecting the random ...
Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies
Mobile and ubiquitous learning are increasingly attracting academic and public interest, especially in relation to their application in higher education settings.The systematic analysis of 36 empirical papers supports the view that knowledge gains from ...
The Effects of Problem-Based Learning with Flipped Classroom on Elementary Students' Computing Skills: A Case Study of the Production of Ebooks
This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom FPBL on the development of students' learning performance. In this study, 144 elementary school students were selected from six grade sections ...
Comments