EFEKTIVITAS MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA : META-ANALISIS

• Main Author: Novia Permata Barti, (Author)
• Format: Book
• Published: 2021-08-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/65510/7/T_MTK_1802640_Title.pdf; http://repository.upi.edu/65510/2/T_MTK_1802640_Chapter1.pdf; http://repository.upi.edu/65510/3/T_MTK_1802640_Chapter2.pdf; http://repository.upi.edu/65510/4/T_MTK_1802640_Chapter3.pdf; http://repository.upi.edu/65510/5/T_MTK_1802640_Chapter4.pdf; http://repository.upi.edu/65510/6/T_MTK_1802640_Chapter5.pdf; http://repository.upi.edu/65510/1/T_MTK_1802640_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Novia Permata Barti, (2021). Efektivitas Model Problem-Based Learning terhadap Kemampuan Representasi Matematis Siswa : Meta-Analisis. Penelitian ini bertujuan menginvestigasi efektivitas pengaruh dari implementasi model Problem-Based Learning terhadap kemampuan representasi matematis siswa secara komprehensif. Metode penelitian yang digunakan adalah meta-analisis untuk menganalisis pengaruh effect size dari studi primer. Data empiris studi yang diperoleh melalui penelusuran terhadap database elektronik dari studi primer yang telah dipublikasikan di jurnal nasional tahun 2014-2020. Penelitian ini menganalisis sembilan effect size dari Sembilan studi primer yang memenuhi kriteria inklusi. Analisis data dalam penelitian ini menggunakan software Comprehensive Meta-Analysis (CMA) dengan memilih rumus Hedges's g untuk menentukan ukuran efeknya berdasarkan pada model efek acak. Analisis bias publikasi dan sensistivitas menunjukkan bahwa seluruh studi yang disertakan dalam analisis ini tidak rentan atau disebut juga tahan terhadap bias publikasi. Pengujian effect size dilakukan dengan menganalisis tiga karakteristik studi yaitu tingkatan kelas, ukuran sampel dan lama perlakuan. Temuan penelitian ini menunjukkan bahwa secara keseluruhan, pengaruh implementasi model Problem-Based Learning terhadap kemampuan representasi matematis siswa lebih baik daripada pembelajaran konvensional, dengan tingkat pengaruh berada pada kategori efek sedang. Sementara itu, berdasarkan karakteristik studi yang diamati ditemukan tidak ada perbedaan pengaruh antar kelompok dilihat dari karakteristik tingkatan kelas, ukuran sampel dan lama perlakuan. Dengan demikian, penelitian ini berkontribusi literature sebagai pertimbangan dalam implementasi Problem-Based Learning terhadap kemampuan representasi matematis siswa dimasa depan. Kata kunci: , Problem-Based Learning, Kemampuan Representasi Matematis, Meta-Analisis. Novia Permata Barti, (2021). Effectiveness of Problem-Based Learning Model on Students' Mathematical Representation Skills: A Meta-Analysis. The present study aims to investigate the effectiveness of the implementation of Problem-Based Learning Model on the students' mathematical representation skills comprehensively. The meta-analysis method was employed to analyze the effect size of primary studies. The empirical data were obtained through electronic database searches of primary studies published in national journals between 2014 and 2020. Nine effect sizes were analyzed from nine primary studies that met the inclusion criteria. The data analysis was conducted using the Comprehensive Meta-Analysis (CMA) software, by selecting the Hedges' g formula to determine the effect size based on the random effects model. The publication bias and sensitivity analysis resulted in that all studies included in the analysis were not susceptible, meaning resistant to the publication bias. The effect size test was conducted by analyzing three characteristics, i.e., grade level, sample size, and treatment duration. The findings show that, overall, the effect of the implementation of Problem-Based Learning model on the students' mathematical representation skills is better than that of conventional learning, with the level of influence found in the medium category. Meanwhile, based on the characteristics of the observed studies, there is no difference in the effect between groups in terms of grade level, sample size, and treatment duration. Therefore, this study contributes as a literature for consideration in implementing the Problem-Based Learning in determining learners' mathematical representation skills in the future. Keywords: Problem-Based Learning, Mathematical Representation Skills, Meta-Analysis.