Meta-Analysis: Pengaruh Model Problem-Based Learning terhadap Kemampuan Literasi Numerasi
DOI:
https://doi.org/10.24252/asma.v8i1.66978Keywords:
effect size, meta-analysis, numeracy literacy, problem-based learningAbstract
This study quantitatively synthesizes the effect of Problem-Based Learning (PBL) on students’ numeracy literacy through a meta-analytic approach. Fifteen experimental and quasi-experimental studies published between 2016 and 2022 met the predefined inclusion criteria and were included in the analysis. Effect sizes were computed using Hedges’ g and analysed under a random-effects model to account for between-study variability. The aggregated mean effect size was 0.61, indicating a moderate-to-large overall effect of PBL on numeracy literacy outcomes compared to conventional instructional approaches. Heterogeneity analysis revealed moderate variability among studies (I² = 52%), justifying the use of a random-effects estimation. Moderator analyses indicated a tendency for larger effect sizes at higher educational levels, suggesting that cognitive maturity may influence the effectiveness of problem-based instruction. Furthermore, variations in research design demonstrated that one-group pre-test–post-test studies yielded substantially larger effects; however, control-group designs produced more methodologically robust and stable estimates. These findings provide empirical evidence supporting the pedagogical value of PBL in fostering numeracy literacy within competency-based educational frameworks. by integrating effect size estimation with moderator analysis, this study contributes to the advancement of evidence-informed instructional practices and offers a rigorous quantitative foundation for the implementation of problem-based mathematics instruction across educational contexts.
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