META ANALISIS: PENGARUH PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA DI INDONESIA TUJUH TAHUN TERAKHIR

Muhammad Fachri B Paloloang(1), Dadang Juandi(2), Maximus Tamur(3*), Baharuddin Paloloang(4), Angela Merici G Adem(5),

(1) Universitas Pendidikan Indonesia
(2) Universitas Pendidikan Indonesia
(3) Universitas Katolik Indonesia Santu Paulus Ruteng
(4) Universitas Tadulako, Palu, Indonesia
(5) Teachers College of Columbia University
(*) Corresponding Author


Abstract


Hingga saat ini ratusan kajian tentang kemampaun literasi matematis siswa telah disajikan dalam bentuk literatur yang didukung oleh penggunaan model Problem Based Learning (PBL). Dalam literatur terdapat banyak laporan dengan temuan yang bervariasi. Studi meta-analisis ini dilakukan untuk memeriksa efek keseluruhan penggunaan model PBL terhadap kemampuan literasi matematis siswa dan mendeteksi tingkat variasi antar studi. Database ERIC, SAGE, SpringerLink, dan Google Cendekia diperiksa untuk mencapai penelitian yang relevan dalam lingkup penelitian. Dengan memasukkan kata kunci yang telah ditentukan ke dalam database ini, ditemukan 112 artikel yang diterbitkan antara tahun 2013 dan 2020 diperiksa untuk tujuan penelitian. Sesuai kriteria inklusi, 14 artikel yang memenuhi kelayakan untuk dianalisis. Alat bantu analisis menggunakan software Comprehensive Meta-Analysis (CMA), dan indeks ukuran efek dari persamaan Hedges-g yang diperoleh ditentukan berdasarkan pada estimasi model efek-acak. Hasil penelitian ditemukan ukuran efek secara keseluruhan dari penerapan PBL terhadap kemampuan literasi matematis siswa adalah 0.830 dengan standar error sebesar 0.142. Temuan ini mengindikasikan bahwa  penerapan PBL di Indonesia cukup efektif karena memeliki efek positif yang tinggi dalam meningkatkan kemampuan literasi matematis siswa. Analisis terhadap tingkat variasi studi dilakukan dengan mempertimbangkan empat variable moderator, menghasilkan perbedaan yang signifikan dalam hal sumber publikasi penelitian (Q=7,571; p<0,05), dan perbedaan jenjang Pendidikan (Q=16,571; p<0,05). Ditemukan bahwa variable tahun penelitian (Q=5,962; p>0,05), dan ukuran sampel (Q=0,277; p>0,05) tidak mengubah ukuran efek penggunaan PBL terhadap kemampuan literasi matematis siswa. Temuan ini menandakan bahwa model PBL lebih efektif diterapkan pada jenjang pendidikan yang lebih tinggi. Fakta ini berkontribusi literatur sebagai pertimbangan dalam ilmplementasi PBL terhadap kemampuan literasi matematis dimasa depan.

 

 Abstract

 

Until now, hundreds of studies on students' mathematical literacy skills have been presented in the form of literature supported by the use of the Problem Based Learning (PBL) model. In the literature, there are many reports with varying findings. This meta-analysis study was conducted to examine the overall effect of using the PBL model on students' mathematical literacy abilities and detect the degree of variation between studies. The ERIC, SAGE, SpringerLink, and Google Scholar databases were examined to achieve research relevant to the study's scope. Entering predetermined keywords into this database found 112 articles published between 2013 and 2020 were analyzed for research purposes. As per the inclusion criteria, 14 articles were eligible for analysis. The analysis tool uses Comprehensive Meta-Analysis (CMA) software, and the effect size index of the Hedges-g equation obtained is determined based on the random-effect model estimation. The results showed that the overall effect size of the application of PBL on students' mathematical literacy abilities was 0.830, with a standard error of 0.142. These findings indicate that the application of PBL in Indonesia is quite effective because it has a largely positive effect on improving students' mathematical literacy skills. Analysis of the level of study variation was carried out by considering four moderator variables, resulting in significant differences in terms of sources of research publications (Q = 7.571; p <0.05) and differences in education levels (Q = 16.571; p <0.05). It was found that the variables of the study year (Q = 5.962; p> 0.05) and the sample size (Q = 0.277; p> 0.05) did not change the size of the effect of PBL use on students' mathematical literacy abilities. These findings indicate that the PBL model is more effective at higher education levels. This fact contributes to the literature as a consideration in implementing PBL for future mathematical literacy skills.


Keywords


Literasi matematika; Meta-analisis; Moderator; Problem based learning; Mathematical literacy; meta-analysis; moderator

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DOI: http://dx.doi.org/10.24127/ajpm.v9i4.3049

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