Meta analysis study: Effectiveness of problem based learning on Indonesian students’ mathematical reasoning ability

This study analyzes the effectiveness of the Process-Oriented Guided Inquiry Learning (POGIL) model in enhancing the mathematical reasoning ability of students in Indonesia. A systematic literature review and meta-analysis approach was employed. The inclusion criteria required data to be sourced from international journals and proceedings indexed in the Science and Technology Index (SINTA), Scopus, and Web of Science. Research data were collected from databases such as Google Scholar, ScienceDirect, Mendeley, Wiley, Springer, and ERIC. Studies included in the analysis were published between 2020 and 2024, focused on the POGIL model and students' mathematical reasoning ability, and provided complete data for effect size calculation. Keywords used for data searches included "Process Guided Inquiry Learning," "Student Mathematical Reasoning," "Implementation of Process Guided Inquiry Learning," and "Effect of Process-Oriented Guided Inquiry Learning on Students' Mathematical Reasoning Ability." Data analysis was conducted using JSAP software version 0.8.5. The findings, based on the analysis of twenty-five effect sizes, indicate that POGIL is highly effective in enhancing students' mathematical reasoning ability in Indonesia. The summary effect size was 1.14, with a p-value less than 0.001 and a confidence interval ranging from 0.512 to 1.35, which is categorized as a very high effect size. Students taught using the POGIL approach demonstrated significantly improved mathematical reasoning skills compared to those taught with conventional methods. This improvement was particularly evident in their ability to analyze mathematical problems, construct logical arguments, and evaluate alternative solutions.

Considering the objectives and standards of the mathematics learning process, mathematical reasoning is an ability that students are expected to have. Nonetheless, the mathematical reasoning abilities of Indonesian students are still inadequate, and learning resources are still inadequate. The researcher then tries to solve it by combining the problem-based learning (PBL) paradigm with the use of GeoGebra in the classroom. The aim of this research is to identify and analyze the effect of GeoGebra and Gender-assisted problem-based learning (PBL) models on students' mathematical reasoning abilities. The study involved 35 students of XI State Senior High School at one of the schools in Mataram City. The research instrument used a mathematical reasoning ability test consisting of five essay questions. The study applied a one-group pretest-posttest design to observe the increase in students' mathematical reasoning abilities. Mathematical reasoning ability tests were given before and after the implementation of the GeoGebra-assisted PBL model. Data analysis used descriptive statistics, paired t-tests, and independent t-tests. The results of the analysis show that improving students' mathematical reasoning abilities can be done by applying the GeoGebra-assisted PBL model in the classroom. Observation of the psychological aspects of Gender showed significant results in students' mathematical reasoning abilities.

Several studies on learning mathematics show that students’ reasoning abilities are still low. Students may be more introduced to the use of formulas and memorizing formulas without involving reasoning. This reason is what underlies researchers to conduct research using the Problem Based Learning and Think Talk Write models. This study aims to 1) determine the effectiveness of mathematics learning by using Problem-Based Learning to improve mathematical reasoning abilities, 2) determine the effectiveness of mathematics learning by using Think Talk Write learning to enhance mathematical reasoning abilities, and 3) determine the difference between Problem-Based Learning and Think Talk Write learning models to improve mathematical reasoning abilities. The research method used in this study is quasi-experimental. The design used a pretest-posttest with a randomized control group design. Data collection techniques use test instruments to measure mathematical reasoning abilities and questionnaires to measure student learning interest. The results showed that mathematics learning with Problem-Based Learning model learning is effective in terms of increasing mathematical reasoning abilities. Mathematical learning with Think Talk Write learning models are effective in terms of increasing mathematical reasoning abilities. And, there is no difference between the Problem-Based Learning and Think Talk Write model for improving mathematical reasoning abilities.

The use of ICT in learning mathematics is not something new in order to maximize students’ mathematical abilities, especially in this modern era of industrial revolution 4.0. One of the mathematical abilities that focus on students’ development is mathematical reasoning ability. Based on this, the purpose of this study was to determine the effectiveness of ICT learning that developed through Hippani Animator Software on students’ mathematical reasoning abilities. This is a quasi-experimental study with non-equivalent control group design involving 72 students in different classes. Learning in the experimental class was carried out using ICT conducted in computer laboratories while in the control class did not use ICT learning. The experimental class was given a treatment using ICT, while the control class was given a conventional method but with the same mathematical reasoning abilities. The research was conducted for grade VII students at the Public Islamic Junior High School called State of Madrasah Tsanawiyah (MTsN) 3 Kuningan to introducing statistical data presentation. The results showed that the mathematical reasoning ability of the experimental class was better than control class. It indicates that the use of ICT in mathematics learning is effective in developing students’ reasoning abilities.

In 1980 we published a report in Science which showed that differential course-taking does account for the large sex differences in mathematical reasoning ability found among intellectually talented seventh graders. Pallas and Alexander (1983) have recently claimed that our original paper did make clear our intention to focus on mathematical reasoning ability rather than other features of quantitative ability. We wish to point out that the abstract (A substantial difference in mathematical reasoning ability ... in favor of boys was found), the first paragraph (three times), the methods section (the mathematical section [of the SAT-M] is particularly designed to measure mathematical reasoning ability), the main conclusion (Moreover, the greatest disparity between the boys and girls is in the upper ranges of mathematical reasoning ability), the lead paragraph of the discussion (It is notable that we observed sizable sex differences in mathematical reasoning ability in seventh grade students), and numerous places elsewhere throughout the paper explicitly employ the phrase mathematical reasoning ability. It is, therefore, understandable that we are puzzled by how our use of the term mathematical reasoning ability 13 times in prominent places in a 2,000 word article does make clear our intention to focus specifically on mathematical reasoning ability. Pallas and Alexander (1983) have also suggested that our work was only an indirect test of the differential coursework hypothesis. They state that [t]he finding that other, unspecified factors also contribute to the sex difference in quantitative performance hardly compels one to the conclusion that specialized coursework does not (p. 4). We did draw that conclusion. Our sole conclusion was that differential course-taking does account for the sex differences we observed. It could account for the differences because we showed that the boys and girls in our study had had the same amount of formal training. That is as direct as one can get.

The purpose of this study was to examine fifth graders’ mathematical reasoning and spatial ability, to identify a correlation with their learning styles, and to determine the predictive power of their learning styles on their mathematical learning profiles. This causal study was conducted with 97 fifth graders (60 females, 61.9% and 37 males, 38.1%). The data were collected using three instruments: the Test on Learning Styles, the Mathematical Reasoning Test, and the Spatial Ability Test. Considering the combined view of the data on a plane, correlation and regression analyses were performed to identify correlations and prediction. The results showed that the students’ spatial ability was better than their mathematical reasoning ability. Their scores for visual, auditory, kinesthetic, reading, and combined learning accounted for 17% of the total variance in mathematical reasoning, whereas their scores accounted for 20% of the total variance in spatial ability. Of the learning styles, only visual l...

In this study, the ability of mathematical reasoning is measured based on its indicators, namely, drawing logical conclusions, providing explanations with models, facts, characteristics or relationships, estimating answers and solution processes and formulating valid arguments. This type of research is qualitative research using a descriptive approach. The research was conducted at MTs Negeri 5 Merangin. The subjects used in this study were 3 students who were taken from class VII-B.The results showed that students who have mathematical reasoning abilities SKP-01 have been able to meet all indicators of mathematical reasoning abilities. SKP-02 students with mathematical reasoning abilities are unable to meet the indicators of compiling valid arguments. And SKP-03 students are not able to meet the indicators of estimating the answer and the solution process and the indicators compile valid arguments. So the three subjects who have different mathematical reasoning abilities, have obstacles in fulfilling different mathematical ability indicators.Thus, efforts to improve children's abilities in learning mathematics, especially in their mathematical reasoning abilities, require the selection of appropriate learning methods, encouraging students to interact positively with fellow students and with teachers when learning, encouraging students to use logical reasoning in solving math problems.

The purpose of this study was to determine the effect of numerical intelligence on students' mathematical reasoning abilities, to determine the effect of interest in learning on students' mathematical reasoning abilities, to determine the influence of numerical intelligence and interest in learning on students' mathematical reasoning abilities. The method used in this study is quantitative with a correlation approach. The sample in this study were students of SMPN 13 Pesawaran class VIII who were randomly selected as many as 28 students. The instruments in this study were test and non-test instruments. The test instrument was used to measure students' numerical intelligence and mathematical reasoning in the form of 5 questions. The non-test instrument was used to measure students' interest in learning which consisted of 24 statements adopted from the research of Bagas Saputro (2017). Data were analyzed using simple correlation and multiple correlation. The results showed that; 1) There is no significant relationship between interest in learning and students' mathematical reasoning; 2) there is a significant relationship between numerical intelligence and students' mathematical reasoning; 3) there is a simultaneous relationship between interest in learning mathematics and numerical intelligence on mathematical reasoning, with a contribution of 68.4%.Keywords: Numerical intelligence, interest in learning, mathematical reasoning ability

Kemampuan penalaran matematis di masa pandemi Covid-19 masih rendah. Penelitian ini bertujuan mengetahui pengaruh mathematical disposition dan self-concept terhadap kemampuan penalaran matematis mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif ex-post facto. Sampel penelitian berjumlah 83 mahasiswa S1 Pendidikan Matematika di Kota Bengkulu. Instrumen penelitian ini terdiri dari angket mathematical disposition, angket self-concept dan tes kemampuan penalaran matematis. Data dianalisis dengan teknik analisis regresi. Hasil penelitian menunjukkan bahwa terdapat pengaruh langsung dari mathematical disposition terhadap kemampuan penalaran matematis. self-concept terhadap kemampuan penalaran matematis, dan mathematical disposition terhadap self-concept. Selain itu, terdapat juga pengaruh mathematical disposition dan self-concept secara bersama-sama terhadap kemampuan penalaran matematis. Disimpulkan bahwa terdapat pengaruh mathematical disposition dan self-concept terhadap kemampuan penalaran matematis mahasiswa S1 Pendidikan Matematika di Kota Bengkulu pada masa pandemi Covid-19. Mathematical reasoning ability during the Covid-19 pandemic is still low. This study aims to determine the effect of mathematical disposition and self-concept on students' mathematical reasoning abilities. This study uses an ex-post facto quantitative approach. The Sample of this research was 83 students of S1 Mathematics Education in Bengkulu City. The research instrument consisted of a mathematical disposition questionnaire, a self-concept questionnaire, and a mathematical reasoning ability test. Data were analyzed by regression analysis technique. The results showed there was a direct influence of mathematical disposition on mathematical reasoning abilities, self-concept to mathematical reasoning ability, and mathematical disposition to self-concept. In addition, there is also the effect of mathematical disposition and self-concept together on mathematical reasoning abilities. It was concluded that there was an influence of mathematical disposition and self-concept on the mathematical reasoning ability of S1 Mathematics Education students in Bengkulu City during the COVID-19 pandemic.

This study aims to determine the difference in the increase in mathematical reasoning ability between students who learn using mathematical interactive multimedia and students who learn using conventional learning, both in overall ability and by categories of early mathematical ability (high, medium, and low). This study is a quasi-experimental research with the experimental group learns through mathematical interactive multimedia and the control group learns through conventional learning. This study was conducted in one of Public Senior High Schools in Bandung with the subject sample consisted of two classes. Data was collected using an instrument in the form of mathematical reasoning ability test. Data analysis was performed on the average normalized gain between the two groups of samples by using t-test and two-way ANOVA. Early mathematical ability of students of both the experimental class and control class is divided into three groups, namely high, medium, and low. The results showed that the enhancement of mathematical reasoning ability of experimental group is better than the control group. Considering from early mathematical ability, there were significant differences in the increase of mathematical reasoning ability among the high, medium, and low ability students. There is an interaction between the learning method (using interactive multimedia and conventional) and the initial mathematical ability (high, medium, and low) in improving students' mathematical reasoning ability.

This study generally aims to produce learning devices based on the guided discovery that can improve students’ mathematical reasoning ability and self-esteem. Specifically, this study aims to: 1) analyze the validity of learning devices developed based on guided discovery, 2) analyze the practicality of learning devices developed based on guided discovery, 3) analyze the effectiveness of learning devices developed based on guided discovery, 4) analyze the increase in students' mathematical reasoning ability who learn with learning devices developed based on guided discovery, and 5) analyze the increase in students' self-esteem who learn with learning devices developed based on guided discovery. The type of research is development research using a 4-D Model. The results showed that: (1) learning devices developed based on guided discovery met valid criteria based on expert judgment; (2) learning devices developed based on guided discovery met practical criteria, in terms of a) expert judgment and b) the results of observations of the learning device implementation; (3) learning devices developed based on guided discovery met effective criteria, in terms of a) the student learning completeness classically has been achieved in the trial II by 91,43% and the disseminated stage by 94,29%, b) the achievement of learning purpose has been achieved for each item, c) the learning time used does not exceed or equals the normal learning time, and d) the student responses positive to learning devices; (4) the students' mathematical reasoning ability increased with an average of N-Gain by 0,53 in the medium category; and (5) the students' self-esteem increased with an average N-Gain by 0,49 in the medium category. Keywords: development of learning devices, 4-D model, guided discovery-based learning, mathematical reasoning ability, self-esteem DOI : 10.7176/JEP/11-3-12 Publication date: January 31 st 2020

The causes of low mathematical reasoning ability of students include the use of conventional learning models that are still used by teachers in the learning process, and minimal use of technology. Therefore, a solution is provided by implementing the Think Pair Share learning model assisted by Wigeom Software. The purpose of this study was to determine whether students' mathematical reasoning ability is influenced by the Think Pair Share learning paradigm assisted by Wingeom Software. This study used a nonequivalent control group posttest-only research design and was quasi-experimental. All participants in this study were students of class VIII MTs Negeri 2 Aceh Utara. Class VIII-B was chosen as the experimental class and class VIII-D as the control class using purposive sampling techniques. The instruments used were tests and observation sheets. The tests used were pretest and posttest to see students' mathematical reasoning ability and observation sheets to find out the activities of teachers and students in the learning process. Hypothesis testing in this study used a non-parametric test, namely the Mann Whitney U-test assisted by SPSS Version 22 Software with a significance level of 0.05. Asimp sig. 0.000 was found based on the findings of the posttest data hypothesis test on students' mathematical reasoning abilities. It can be concluded from the data hypothesis test criteria that students' mathematical reasoning skills are influenced by the Think Pair Share learning paradigm with the help of Wingeom Software

This study aims to improve students' mathematical reasoning abilities at SMP Negeri 1 Percut Sei Tuan with a problem-based learning model. This type of research is class action research. The research was conducted in Class VII-1 of SMP Negeri 1 Percut Sei Tuan with a total of 32 students. This study uses data reduction and exposure. Based on the results of the study, it can be concluded that the application of a problem-based learning model using LKPD can improve students' mathematical reasoning abilities in SMP Negeri 1 Percut Sei Tuan. This is based on the achievement of predetermined success indicators, where the average percentage of classical mastery of students' mathematical reasoning abilities has reached 85%, the results in cycle II are 90.6%, and student absorption is 68. Furthermore, the learning process by applying the approach of problem-based learning using LKPD is at least in the "good" category, where the score is > 2.5. In the results of this study, the average learning process in the second cycle was at a value of 3.52, which is in the "good" category.

This research was purposed tofind the differences on mathematic reasoning ability between students using Realistic Mathematics Education (RME) approach and those taught by direct learning derived from their self-efficacy. This research was an experimental research with factorial experimental design. The samples of this research were 66 students on 8th grade students at SMPIT Az-Zuhra Islamic School Pekanbaru on the material number pattern. Sampling technique was cluster random sampling. Data were collected with reasoning ability test, questionnaire self-efficacy.The research findings were: there was a difference on mathematic reasoning ability between students taught by using RME approach and those with Direct learning, there was a difference on mathematic reasoning ability among students having high, medium, and low self-efficacy, and there was no interaction between learning approach and self-efficacy toward student mathematic reasoning ability.

Mathematical reasoning ability is one of the essential mathematical abilities that students must master well. This research aims to analyze the mathematical reasoning abilities of junior high school students on two variables linear equations system material. The research was conducted at SMP Negeri 69 Bandung involving grade eighth students as research subjects. The samples taken were 21 students. This research uses a qualitative descriptive approach. Data collection was carried out through documentation of test instruments in the form of mathematical reasoning ability tests. The analysis results show that the percentage of student errors varies for each indicator of reasoning ability. In detail, the first and second indicators show a very low error percentage, namely 11% and 27%. However, in the third, fourth, and fifth indicators, the percentage of errors increased significantly, by 67%, 69%, and 56% respectively, which is categorized as moderate and low. The sixth indicator shows the highest percentage of errors, which is 89%, which is in the high category. Overall, the average percentage of student errors is 53.17%, which can generally be categorized as very low. These findings indicate a variation in students' mathematical reasoning abilities in two variables linear equations system material. In addition, this study is also expected to contribute to identifying the types of errors commonly made by students and their implications for improving the mathematics learning process.