Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Vol.
No.
1 April 2023 e-ISSN: 2828-9390.
p-ISSN: 2828-9382.
Hal 01-12 Meta Analisis Pengaruh Penggunaan Media Pembelajaran Matematika Terhadap Kemampuan Matematis Peserta Didik Meta-Analysis of the Effect of Using Mathematics Learning Media on Students' Mathematical Abilities.
Winda Lestari Universitas Negeri Medan Email : winda4486@gmail.
Muliawan Firdaus Universitas Negeri Medan Email: muliawanfirdaus@unimed.
Abstract.
This study aims to determine : .
The effect size of using mathematic learning media to studentsAo mathematical abilities as a whole, .
The effect size of using mathematics learning media to studentsAo mathematical abilities based on level of education, .
The effect size of using mathematics learning media to studentsAo mathematical abilities based on learning media used, .
The effect size of using mathematics learning media to studentsAo mathematical abilities based on subject matter, .
The effect size of using mathematics instructional media to studentsAo mathematical abilities based on quantified mathematical ablility.
This research used meta analysis The sampling technique used purposive sampling and obtained 17 research that fit the criteria.
Data collection techniques used documentation with the support of software publish or perish.
The results of data analysis showed that : .
Overall using the learning media has a large effect to studentsAo mathematical abilities as a proportion 0,972, .
Based on level of education, the use of learning media has a largest effect size if applied at SMP/MTs as a proportion 1,039 .
=16.
SD=0,.
, .
Based on learning media used, the visual media has a largest effect size to studentsAo mathematical abilities as a proportion 1,003 .
=13.
SD=0,.
, .
Based on material that is taught, the use of learning media on a branch of logic material has a largest effect size to matematical abilities as a proportion 1,237 .
=2.
SD=0,.
, .
Based on quantified mathematical abilities, the use of learning media has a largest effect size to studentsAo reasoning abilities as a proportion 1,303 .
=3.
SD=0,.
Keywords: Meta Analysis.
Mathematics Learning Media.
Mathematical Abilities Received Febuari 07, 2023.
Revised Maret 2, 2023.
April 22, 2023 * Winda Lestari, winda4486@gmail.
Meta Analisis Pengaruh Penggunaan Media Pembelajaran Matematika Terhadap Kemampuan Matematis Peserta Didik Abstrak.
Penelitian ini bertujuan untuk mengetahui: .
Besar pengaruh penggunaan media pembelajaran matematika terhadap kemampuan matematis peserta didik secara keseluruhan, .
Besar pengaruh penggunaan media pembelajaran matematika terhadap kemampuan matematis berdasarkan jenjang pendidikan, .
Besar pengaruh penggunaan media pembelajaran matematika terhadap kemampuan matematis berdasarkan media pembelajaran yang digunakan, .
Besar pengaruh penggunaan media pembelajaran matematika terhadap kemampuan matematis berdasarkan materi yang diajarkan, .
Besar pengaruh penggunaan media pembelajaran matematika terhadap kemampuan matematis berdasarkan kemampuan matematis yang diukur.
Penelitian ini menggunakan metode meta analisis.
Teknik sampling menggunakan purposive sampling dan didapatkan 17 penelitian yang sesuai dengan kriteria.
Teknik pengumpulan data menggunakan dokumentasi dengan bantuan software publish or perish.
Hasil analisis data menunjukkan bahwa : .
Secara keseluruhan media pembelajaran matematika memiliki pengaruh besar terhadap kemampuan matematis peserta didik sebesar 0,972, .
Berdasarkan jenjang pendidikan, penggunaan media pembelajaran memiliki pengaruh yang besar jika digunakan pada jenjang SMP/MTs dengan effect size sebesar 1,039 .
=16.
SD=0,.
, .
Berdasarkan media pembelajaran yang digunakan, media visual memiliki pengaruh besar terhadap kemampuan matematis peserta didik sebesar 1,003 .
=13.
SD=0,.
, .
Berdasarkan materi, penggunaan media pembelajaran dengan materi logika memiliki pengaruh besar terhadap kemampuan matematis sebesar 1,237 .
=2.
SD=0,.
, .
Berdasarkan kemampuan matematis yang diukur, penggunaan media pembelajaran berpengaruh besar terhadap kemampuan penalaran matematis peserta didik yaitu sebesar 1,303 .
=3.
SD=0,.
Kata Kunci: Meta Analisis.
Media Pembelajaran Matematika.
Kemampuan Matematis INTRODUCTION Math is one of the subjects taught and is closely related to the lives of learners.
Math always gets more attention from both the Indonesian government and the world.
Based on the results of the Pisa test .
and timss .
Indonesia's rating is still below the average achievement rate which shows Indonesian learners have very low math scores.
Mathematical ability is an ability that can be used to solve a problem, whether it is a mathematical problem or real life.
Mathematical ability includes problem solving, reasoning, connection, communication, and representation.
Such ability cannot be achieved by merely teaching theory, setting an example and giving an exercise in problems without learners actively engaged in class.
This process of learning will create passive learners, causing many learners to lack interest in mathematics and assume that mathematics is boring .
urjanah, 2.
Intisari .
of his research suggests the perceptions of mathematicians are very poor.
JURRIMIPA - VOLUME 2.
NO.
APRIL 2023
Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Vol.
No.
1 April 2023 e-ISSN: 2828-9390.
p-ISSN: 2828-9382.
Hal 01-12 A use of the learning media is essential to support mathematical learning activities in the classroom.
Use of learning media can increase the learning outcomes of learners .
adillah, 2.
The medium of learning is part of a resource that contains material to motivate learners in learning .
ati, 2016:.
Leveraging the learning media can have a positive effect on giving information/materials that will be received by learners.
The use of learning media stimulates learners' desires and interests, and contributes to the effectiveness of learning in the classroom.
Much research has been done on the use of the mathematical learning media, and the results have shown that the use of the learning media optimally improves learners' mathematical ability.
Quite a number of studies are being published in journals across Indonesia in the field of education.
Along with many of these studies, a systemic method called a meta analysis is required for summary reexamination of these studies.
Meta-analysis uses data from other existing research .
etnawati et al.
, 2.
The results of this research are used as ingredients to calculate an effect size.
This is done to test consistency of findings because of increasing levels of similar studies and to increase variability of findings.
Many meta-analysis studies have been conducted to identify the effects of learning media use such as khaafidh .
, yenti winataria .
, nurlaela saadah .
, maximus tamur .
, mar 'atus solichah .
, karolus .
, and dadang juandi .
However, as yet no new research has been found on the meta analysis of how media use affects learners' mathematical abilities.
Thus, researchers intend to do research with the title "meta research on the use of mathematics media on learners' mathematical abilities.
As for the formulation of the problem in this study, "how does the use of the mathematical learning media affect the mathematical ability of learners as a whole, based on level of education, the learning media used, the material taught and the quantified mathematical ability?" Meta Analisis Pengaruh Penggunaan Media Pembelajaran Matematika Terhadap Kemampuan Matematis Peserta Didik
RESEARCH METHOD
The method of research in this research is a meta analysis.
The study used books, literature or journals as data sources in his research .
adi, 2006:.
Meta analysis of this research is a narrative and systematic review of an effect size from every previously published study.
The population in the study is a published national thesis/journal on how the use of mathematical learning media affects the mathematical abilities of learners.
With purposive sampling techniques taken should fit the following criteria: .
it is a method of experimental research, .
quantitative research and fulfilling statistics effect size, .
research in Indonesia, .
research in its time span of 2017-2021, .
examined the impact of learning media use on the mathematics of learners .
roblem solving/ reasoning/ connection/ communication/ representatio.
, .
Education levels at junior and high school levels.
The data-gathering technique used is documenting.
As for the procedure in this research, that is:
Identifying and studying the topics to be used in research.
Collect literature using the publish or perish software.
Catalogued as much information as possible in the research reports.
Find an effect size using formula:
= 1Oe
= y
) (
Oe2 = y Do an analysis data with OpenMEE software.
Deduction and interpretation of meta analysis research.
JURRIMIPA - VOLUME 2.
NO.
APRIL 2023
Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Vol.
No.
1 April 2023 e-ISSN: 2828-9390.
p-ISSN: 2828-9382.
Hal 01-12 The criteria used in an effect size interpretation using Cohen's references .
ecker, 2.
, which is:
Small effect
: 0,0 <
< 0,5
: 0,8 O
O 3,0
Medium effect: 0,5 O
Large effect
< 0,8
RESULTS AND DISCUSSION
The Result of The Study From data selection came 17 articles that fit the criteria.
In these 17 articles, however, there is two article in which it has two data that can be used in calculating effect size, so in this study there are 19 effects size data from 17 articles that can be analyzed.
An effect size obtained using OpenMEE's software can be seen on the following chart.
Table 1.
Effect Size As a Whole No.
Article Code
S02
S03
0,936
1,458
Variance 0,082 0,048 S07
2,539
0,176
S10
0,916
0,170
S11
1,607
0,204
S13
1,391
0,113
S15
2,644
0,147
S17
1,320
0,063
S18
0,161
S04
1,510
0,569
0,069
S06
0,693
0,071
S08
0,746
0,067
S09
0,558
0,065
S12
0,053
S01
0,789
0,448
0,082
Category n Article Large Effect
Medium Effect
Small Effect
Meta Analisis Pengaruh Penggunaan Media Pembelajaran Matematika Terhadap Kemampuan Matematis Peserta Didik
S05
S14
S16
S19
0,455
0,094
0,014
0,033
0,434
0,051
0,449
0,065
Table 1.
shows that there are 9 data with large effect size, 5 data with a medium effect size, and 5 data with a small effect size.
The biggest effect size in on the S15, while the smallest effect size is on the S16.
After an eefct size is obtained, then a heterogeneity test is made to see the enormous significance of the effect size.
Based on analysis through OpenMEE's software acquisition of values such as the following picture:
Figure 1.
OpenMEE's Output From the Figure 1.
can be seen that the value of In other words, = 91,370( > 0,05.
is denied.
That is, the data is analyzed heterogeneous.
The estimate column can see a summary effect value of 0,972.
The results suggest that random effect analysis shows there is significant positive effects between the study media on the mathematics of learners.
As for the impact of the learning media on learner's mathematical abilities falls in large = 0,.
JURRIMIPA - VOLUME 2.
NO.
APRIL 2023
Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Vol.
No.
1 April 2023 e-ISSN: 2828-9390.
p-ISSN: 2828-9382.
Hal 01-12 Figure 2.
OpenMEE's Forest Plot Output Figure 2.
shows that the summary effect is 0,972, which means that math ability increased 97,2% higher for learners taught in the use of mathematical learning media than those who did not.
In forest plot, it shows that the summary effect remains clear of the bottom 0 which means that the use of mathematics learning media has significant impact on learner's mathematical abilities.
Table 2.
Effect Size Based on Education Levels No.
Education Levels n Article SMP/MTs SMA/SMK/MA Category 1,039 0,754 Large Effect
0,704
0,123
Medium Effect Table 2.
shows that the use of the mathematics media has had a positive effect on both education levels.
The highest effect size on junior school is 1,039 .
=16.
SD = 0,.
Meta Analisis Pengaruh Penggunaan Media Pembelajaran Matematika Terhadap Kemampuan Matematis Peserta Didik Table 3.
Effect Size Based on Learning Media Used Learning Media n Article Media Audio Visual
0,917 0,895
Media Visual
1,003 0,641
Category Large Effect Table 3.
shows that the use of learning media can have a positive effect on learners' mathematical abilities.
This is because each of the learning media categories falls in the large category.
The highest effect size on Media Visual is 1,003 .
=13.
SD=0,.
Table 4.
Effect Size Based on Material That is Taught
Lesson Material Aritmatika Sosial (SMP) Perbandingan (SMP) Bangun Ruang Sisi Datar
(SMP)
Geometri (SMP) Geometri (SMA) Garis Singgung Lingkaran (SMP) Garis dan Sudut (SMP) Persamaan Garis Lurus
(SMP)
Operasi Aljabar (SMP) SPLDV (SMP) PLSV dan PtLSV (SMP) Program Linear (SMA) PLDV (SMP) Branch of Science Article Arithmetic 0,65 0,35 Geometry 0,92 0,49 Catego Medium Effect Large Effect Algebra Himpunan (SMP) Logic Statistika (SMP) Statistics 1,15 0,86 1,23 0,01 0,48 Small Effect Table 4.
indicates that there are 3 branch of lesson materials in the large category, 1 branch of the lesson materials in the medium category, and 1 branch of the lesson materials in the small category.
The highest effect size on a branch of logic materials of 1,237 .
=2.
SD = 0,.
in the large effect category.
JURRIMIPA - VOLUME 2.
NO.
APRIL 2023
Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Vol.
No.
1 April 2023 e-ISSN: 2828-9390.
p-ISSN: 2828-9382.
Hal 01-12 Table 5.
Effect Size Based on Mathematics Ability No.
Mathematics Ability n Article Problem Solving Reasoning Communication Representation 0,894 1,303 1,243 0,655 Category 0,652 0,353 Large Effect
1,187
0,923 Medium Effect The connection ability doesn't fulfill the sample criteria, so the entry isn't in the meta analysis.
Table 5.
shows that the ability of problem solving, reasoning and communication are having far-reaching effects from the mathematical learning media.
While representation ability have a medium effect on a mathematical learning media.
The highest effect size on mathematics ability of reasoning is 1,303 .
=3.
SD=0,.
Publication Bias The test was needed to see if the data already collected could be used as a representative sample of the population or not.
Fail-Safe N Fail-safe n is also used to view levels of publication bias from the study.
As for the OpenMEE output according to the following picture is:
Figure 3.
OpenMEE File-Safe N Output Figure 3.
shows how much research was not published because of insignificant That picture above shows that 1398 copies of the fail-safe N value were estimated to be anywhere from 1398 biased studies or research to which the study was not In addition, the fail-safe N value will be compared with the value of 5 ( = the number of studie.
, with the underlying requirement if value > 5 10, there is no publication bias.
Because Oe = 19, therefore 5.
Meta Analisis Pengaruh Penggunaan Media Pembelajaran Matematika Terhadap Kemampuan Matematis Peserta Didik 10 = 105, that means Oe > 5 10.
It means, the value could be deduced that there was no publication bias in this study.
Funnel Plot Funnel plot are used to see patterning multiple data effects in every research.
As for the OpenMEE output according to the following picture is :
Figure 4.
OpenMEE Funnel Plot Output In that Figure 4, there was no open circle on the funnel plot of the random effect This may be viewed as nonexistent or unpublished research.
Hence, the conclusion on the impact of the use of learning media on the math ability of free scholars from the potential publication bias.
That is, the conclusions drawn from a random effect model on the use of the learning media to the mathematical abilities of learners are valid.
CONCLUSIONS
Based on data analysis obtained, it can be drawn to a conclusion, as follows:
On a set of 19 data plans, overall effect size showed an average effect size of 0,972is in the large category.
This suggests that the learning media can have significant positive effects on learners' mathematical abilities.
Junior levels have an even highest mean effect size of 1,039 .
=16.
SD = 0,.
While for senior high school measures 0,704 .
=3.
SD = 0.
in medium effect.
JURRIMIPA - VOLUME 2.
NO.
APRIL 2023
Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Vol.
No.
1 April 2023 e-ISSN: 2828-9390.
p-ISSN: 2828-9382.
Hal 01-12 The media with the highest mean effect size is a visual media of 1,003 .
=13.
=0,.
The material with the highest mean effect size is logic, which is 1,237 .
=2.
SD =
, and statistics material has a least effect of 0.
Reasoning ability gets the most influence from the use of mathematics learning media because it obtains a mean effect size value of 1,303 .
=3.
SD=0,.
REFERENCE