Does Problem-Based Learning Enhance Students’ Higher Order Thinking Skills in Mathematics Learning? A Systematic Review and Meta-Analysis

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.