Abstract
Many researchers have conducted previous meta-analysis studies regarding problem-based learning (PBL) to enhance problem-solving skills. However, their research does not focus on mathematical problem-solving skills (MPSS). This study aims to summarize, estimate, and evaluate PBL implementation's effect in enhancing the MPSS of Indonesian junior high school (JHS) students and investigate the study characteristics that affect the heterogeneous effect size data. Twenty-nine relevant primary studies published in national and international journals and proceedings during 2011 – 2020 were analyzed using the systematic review and meta-analysis. The analysis tool used the Comprehensive Meta-Analysis (CMA) software by selecting the formula of Hedge to determine its effect size. The result showed that the overall PBL implementation had a medium positive effect (g = 0,743; p less than 0,05), significantly enhancing the MPSS of Indonesian JHS students based on the random effect model. Also, the characteristics of sample size, research area, sampling technique, and publication year did not affect the heterogeneous effect size data. These results suggest that Indonesian JHS mathematics teachers should select PBL as one of the best solutions in implementing mathematics learning in the classroom to enhance students' MPSS.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
