The Effectiveness of Innovative Learning on Mathematical Problem-Solving Ability: A Meta-Analysis

Autor/inn/en	Ridwan, M. Rais; Retnawati, Heri; Hadi, Samsul; Jailani
Titel	The Effectiveness of Innovative Learning on Mathematical Problem-Solving Ability: A Meta-Analysis
Quelle	In: International Journal of Research in Education and Science, 7 (2021) 3, S.910-932 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ridwan, M. Rais) ORCID (Retnawati, Heri) ORCID (Hadi, Samsul) ORCID (Jailani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Problem Solving; Mathematics Instruction; Mathematics Skills; Critical Thinking; Bias; Junior High School Students; Publications; Effect Size; Validity; Instructional Innovation; Instructional Effectiveness; Teaching Methods; Meta Analysis + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kritisches Denken; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Gültigkeit; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Meta-analysis; Metaanalyse
Abstract	Learning problem-solving skills emphasizes reasoning abilities to determine conclusions based on-premises, determining alternative solutions in decision making, thinking creatively in building alternatives to get keys, and critical thinking to evaluate the best solutions in answering problems. This study aims to identify biased publications using the trim and fill method in determining the effectiveness of learning on the problem-solving abilities of junior high school students. This research is a quantitative study with a meta-analysis approach. Data collection based on quantifiable variable numerical information analysis results from mathematical problem-solving abilities in two different learning groups. The data analysis technique uses bias publication analysis with the trim and fills method with the analysis procedure of calculating the effect size, heterogeneity test, calculating the summary effect using the random-effect model, and forest-plot analysis and biased publication analysis. The results showed no publication bias. The validity of differences in innovative and conventional learning effectiveness was valid on junior high school students' mathematics problem-solving skills. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01