PENGARUH STUDENT-CENTERED LEARNING TERHADAP KEMAMPUAN STATISTIS SISWA: STUDI META-ANALISIS

• Main Author: Cyndana Kartika Putri, - (Author)
• Format: Book
• Published: 2023-08-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/103761/7/T_MTK_2105371_Title.pdf; http://repository.upi.edu/103761/2/T_MTK_2105371_Chapter1.pdf; http://repository.upi.edu/103761/3/T_MTK_2105371_Chapter2.pdf; http://repository.upi.edu/103761/4/T_MTK_2105371_Chapter3.pdf; http://repository.upi.edu/103761/5/T_MTK_2105371_Chapter4.pdf; http://repository.upi.edu/103761/6/T_MTK_2105371_Chapter5.pdf; http://repository.upi.edu/103761/1/T_MTK_2105371_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Studi-studi primer yang ada hingga saat ini mengenai pengaruh penerapan student-centered learning terhadap kemampuan statistis memberikan hasil yang inkonsisten antara satu dengan yang lainnya. Oleh karena itu, diperlukan studi meta-analisis untuk masalah ini. Penelitian ini bertujuan untuk menguji pengaruh student-centered learning terhadap kemampuan statistis siswa/mahasiswa dan memperoleh besaran pengaruh (effect size) baik secara keseluruhan, maupun jika ditinjau dari jenjang pendidikan, ukuran sampel, lokasi penelitian, dan jenis kemampuan statistis. Melalui pengujian pada 25 studi primer, diperoleh hasil bahwa penerapan student-centered learning berpengaruh terhadap kemampuan statistis siswa/mahasiswa secara keseluruhan dengan effect size berkategori tinggi. Karakteristik studi jenjang pendidikan menyebabkan perbedaan pengaruh student-centered learning terhadap kemampuan statistis, dengan pengaruh tertinggi pada jenjang SMA/SMK/sederajat. Namun, karakteristik studi ukuran sampel, lokasi penelitian, dan jenis kemampuan statistis tidak menyebabkan perbedaan pengaruh student-centered learning terhadap kemampuan statistis. Primary studies that exist to date regarding the effect of implementation of student-centered learning on statistical ability provide results that are inconsistent with one another. Therefore, a meta-analysis study is needed to examine this problem. This study aims to examine the effect of student-centered learning on students' statistical ability and obtain an effect size both as a whole and when viewed from educational level, sample size, research location, and type of statistical ability. Through testing on 25 primary studies, it was found that the application of student-centered learning affected the overall students' statistical ability with a high effect size. The characteristics of educational level studies lead to differences in the effect of student-centered learning on statistical ability, with the highest influence at the high school level. However, the study characteristics of sample size, research location, and type of statistical ability did not cause differences in the effect of student-centered learning on statistical ability.