Meta-analysis of the Effect of Different Learning Models on Student’s Mathematic Critical Thinking Ability

Erni Susanti¹, E. Elvis Napitupulu¹ and Hasratuddin^1,

¹Mathematics Education, Postgraduate School, State University of Medan, Medan, North Sumatra, Indonesia

Cite this paper:
Erni Susanti, E. Elvis Napitupulu and Hasratuddin. Meta-analysis of the Effect of Different Learning Models on Student’s Mathematic Critical Thinking Ability. American Journal of Educational Research. 2021; 9(5):286-290. doi: 10.12691/education-9-5-6

Abstract

This research aims to: Analyzing the effect size of different learning models on mathematical critical thinking abilities. This type of research is a meta-analysis research with a sample size of 8 journals indexed in Sinta RistekDikti and filtered through coding. The results showed that: Of the eight studies that met the criteria for a meta-analysis of different mathematics learning models in improving junior high school students' mathematical critical thinking abilities, the highest effect size with a value of 0,8247 was a problem-based learning model. So that the model is considered more effective in improving the mathematical critical thinking abilities of junior high school students. The results of the analysis with the random effect model show that there is a significant positive correlation between the learning model and the students' mathematical critical thinking abilities (z = 5,785 < 0,001; 95% CI [0.480; 0.971]) with the mean effect size of the effect of the learning model on mathematical critical thinking abilities, included in the large category with r _RE = 0.725.

Keywords:
meta-analysis critical thinking abilities effect size

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Fisher, Alec. (2008). Berpikir Kritis Matematis: Sebuah Pengantar. Jakarata: Erlangga.
[2]	Eggen, P., & Kauchak, D. (2012). Strategi dan model pembelajaran: Mengajarkan Konten dan Kemampuan Berpikir. Jakarta: PT. Indeks.
[3]	Faiz, F. (2012). Thinking Skill: Pengantar Menuju Berpikir Kritis. Yogyakarta: Suka Press.
[4]	Facione, P. A. (2011). Critical Thingking: What it is and why it Counts. Think- Critically, Pearson Education.
[5]	Facione, P. A. (2011). Critical Thingking: What it is and why it Counts. Think- Critically, Pearson Education.
[6]	Liberna, H. (2015). Peningkatan Kemampuan Berpikir Kritis Matematis Siswa Melalui Penggunaan Metode Improve Pada Materi Sistem Persamaan Linear Dua Variabel. Formatif: Jurnal Ilmiah Pendidikan MIPA, 2(3), 190-197.
[7]	Jumaisyaraoh, T., Napitupulu, E. E., & Hasratuddin. (2015). Penigkatan Kemampuan Berpikir Kritis Matematis dan Kemandirian Belajar Siswa SMP Melalui Pembelajaran Berbasis Masalah. Kreano, Jurnal Matematika Kreatif dan Inofatif 5(1), 87-106.
[8]	Istianah, E. (2013). Meningkatkan Kemampuan Berpikir Kritis Matematis dan Kreatif Matematik Dengan Pendekatan Model Eliciting Activities (MEAs) Pada Siswa SMA. Infinity Journal, 2(1), 43-54.
[9]	Setyawati, R. D. (2013). Pengembangan Perangkat Pembelajaran Matematika Model Problem Based Learning Berorientasi Enterpreneurship dan Berbantuan CD Interaktif. Prosiding Seminar Nasional Matematika Semarang: Universitas Negeri Semarang.
[10]	Syarif, M. (2017). Pembelajaran Dengan PendekatanProblem Solving Untuk Meningkatkan Kemampuan Berpikir Kritis Kritis dan Kreatif Matematika Siswa SMA. Jurnal Mutiara Pedagogik, 1(2), 92-101.
[11]	Littel, J. H., Pillai, V. K., & Corcoran, J. (2008). Systematic Review and Meta Analysis. United State of America: Oxford University Press, p. 1-2.
[12]	Kadir. (2017). Meta-Analysis of the Effect of Learning Intervention toward Mathematical. Society.4 (2), pp. 165.
[13]	Glass, G. (2012). Meta-Analysis of Research on Class Size and Achievment. Jstore. Vol.1. No. 1.
[14]	Retnawati, H, dkk. 2018. Pengantar Analisis Meta. Parama Publishing: Yogyakarta.