Does Mathematics Domain Cause the Heterogeneity of Students' Mathematical Critical Thinking Skills through Problem-Based Learning? A Meta-Analysis

Abstract

Several meta-analysis studies have examined some potential factors causing the heterogeneity of students' mathematical critical thinking skills (MCTS) through problem-based learning (PBL) such as PBL sample size, students' education level, students' demography, PBL treatment duration, and research year. However, mathematics domain does not seem to be examined. Therefore, we employed meta-analysis by selecting the random effect model to examine mathematics domain as the possible factor causing the heterogeneous students' MCTS through PBL. In addition, we employed the Q Cochrane test to justify the significance of mathematics domain as a significant or insignificant factor and used Comprehensive Meta-Analysis (CMA) software as a calculation tool. The results revealed that mathematics domain was not a significant factor (Q-value = 2.253; P-value > 0.05) that caused the heterogeneity of students' MCTS through PBL. It means that the effectivity of PBL implementation on the domain of algebra, geometry, number, calculus, statistics, and trigonometry are not different significantly on students' MCTS. Also, it interprets that the low, moderate, or high students' MCTS by implementing PBL are not caused by mathematics domain.