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

Abstract

The present study analyzes various inconsistent research findings on the effect of problem-based learning (PBL) in enhancing students’ mathematical problem-solving skills (MPSS) in Indonesia. A meta-analysis of 50 primary studies that conform to the inclusion criteria was conducted to summarize, estimate, and evaluate findings of the effect of PBL by analyzing the heterogeneity of the studies. Heterogeneity analysis was conducted by analyzing the effect of moderator variables, namely the characteristics of sample and publication. The analysis tool used the Comprehensive Meta-Analysis (CMA) application by selecting the Hedge’s equation to determine its effect size. The “One study removed” tool in the CMA application was used to analyze the sensitivity of effect size data, and publication bias was assessed by the funnel plot, fill and trim test, and Rosenthal’s fail-safe N test. The findings of the study showed that the overall implementation of PBL had a larger positive effect significantly compared to conventional learning on the students’ MPSS in Indonesia based on a random effect model. The characteristics of the education level and research area significantly affected the heterogeneity of the effect of PBL on students’ MPSS. Thus, these findings suggest that mathematics teachers and lecturers should choose PBL as one of the best solutions in implementing Mathematics learning in the classroom to enhance MPSS. Furthermore, they should pay attention and consider the education level of students and the area where students learn in implementing PBL in enhancing students’ MPSS.