The Utilization of Computer-Assisted Mathematics Education Integrated into Project-Based Learning to Optimize Indonesian Students' Mathematics Achievement: A Systematic Review and Meta-Analysis
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| Title: | The Utilization of Computer-Assisted Mathematics Education Integrated into Project-Based Learning to Optimize Indonesian Students' Mathematics Achievement: A Systematic Review and Meta-Analysis |
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| Language: | English |
| Authors: | Dadang Juandi (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2025 20(4). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Mathematics Education, Mathematics Instruction, Teaching Methods, Computer Assisted Instruction, Active Learning, Student Projects, Mathematics Achievement, Meta Analysis, Foreign Countries, Instructional Effectiveness |
| Geographic Terms: | Indonesia |
| ISSN: | 1306-3030 |
| Abstract: | In the last six years, computer-assisted mathematics education (CAME) in project-based learning (PBL) has been conducted in a relatively large part of the learning environment. However, using CAME in the PBL has an inconsistent effect on Indonesian students' mathematics achievement. A meta-analytic review was used to estimate and examine the effectiveness of CAME integrated into PBL on students' mathematics achievement across class capacity, educational level, mathematics content, and computer technology. 13 empirical studies published during 2019-2024, generating 17 units of effect size and involving 1,313 students were included to this review as the data. Some analyses were applied to analyze the data, including sensitivity, publication bias, Z test, and Q Cochrane test using Comprehensive Meta-Analysis (CMA) software. Results showed that utilizing CAME in the PBL environment had a significant positive, strong effect (g = 1.018; p < 0.01) on the mathematics achievement of Indonesian students. Additionally, several factors, such as educational level, mathematics content, and computer technology, significantly differentiated students' mathematics achievement in the PBL environment but vice versa for class capacity. This meta-analytic review implies that using CAME integrated into PBL can be one of the effective interventions to optimize students' mathematics achievement. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486689 |
| Database: | ERIC |
| Abstract: | In the last six years, computer-assisted mathematics education (CAME) in project-based learning (PBL) has been conducted in a relatively large part of the learning environment. However, using CAME in the PBL has an inconsistent effect on Indonesian students' mathematics achievement. A meta-analytic review was used to estimate and examine the effectiveness of CAME integrated into PBL on students' mathematics achievement across class capacity, educational level, mathematics content, and computer technology. 13 empirical studies published during 2019-2024, generating 17 units of effect size and involving 1,313 students were included to this review as the data. Some analyses were applied to analyze the data, including sensitivity, publication bias, Z test, and Q Cochrane test using Comprehensive Meta-Analysis (CMA) software. Results showed that utilizing CAME in the PBL environment had a significant positive, strong effect (g = 1.018; p < 0.01) on the mathematics achievement of Indonesian students. Additionally, several factors, such as educational level, mathematics content, and computer technology, significantly differentiated students' mathematics achievement in the PBL environment but vice versa for class capacity. This meta-analytic review implies that using CAME integrated into PBL can be one of the effective interventions to optimize students' mathematics achievement. |
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| ISSN: | 1306-3030 |
