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META-ANALYSIS: THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING APPROACHES ON MATHEMATICAL PROBLEM-SOLVING ABILITIES

Artigo2025

Anggun Putri Handayani; Muhammad Fachri B. Paloloang; Baharuddin Baharuddin; Gandung Sugita

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Resumo

Students' ability to solve mathematical problems remains a crucial issue in Indonesian education, often caused by a lack of contextual interaction and teacher-centered learning. This study aims to analyze the impact of the Contextual Teaching and Learning (CTL) approach on students' mathematical problem-solving abilities through a meta-analysis method. A total of 23 primary studies that met the inclusion criteria were analyzed using Comprehensive Meta-Analysis software version 4.0 with a random-effects model. The results show that the CTL approach has a strong and significant effect on students' mathematical problem-solving skills, with an overall effect size (Hedges’ g) of 0.819. Moderator analysis indicates that education level, region, and sample size do not significantly influence mathematical problem-solving ability through the CTL model. These findings affirm that the CTL approach is an effective instructional strategy for enhancing students' mathematical problemsolving abilities by connecting abstract concepts to real-world contexts. The educational implications of this study suggest that teachers and policymakers should consistently promote the implementation of CTL to foster more meaningful and contextual mathematics learning.

Dados da obra

Tipo
Artigo
Periódico
Prima: Jurnal Pendidikan Matematika, v. 10, n. 1
Editora
Universitas Muhammadiyah Tangerang
Ano
2025
Idioma
id
Palavras-chave
contextual teaching and learning; mathematical problem-solving; meta-analysis; instructional effectiveness; mathematics education
Temas
Inclusão, Resolução de Problemas, Tecnologias Digitais
DOI
10.31000/prima.v10i1.15172
ISSN
2579-9827, 2580-2216
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HANDAYANI, Anggun Putri et al.. META-ANALYSIS: THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING APPROACHES ON MATHEMATICAL PROBLEM-SOLVING ABILITIES. Prima: Jurnal Pendidikan Matematika, v. 10, n. 1, 2025. DOI: https://doi.org/10.31000/prima.v10i1.15172.

APA

Handayani, A. P., Paloloang, M. F. B., Baharuddin, B., & Sugita, G. (2025). META-ANALYSIS: THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING APPROACHES ON MATHEMATICAL PROBLEM-SOLVING ABILITIES. Prima: Jurnal Pendidikan Matematika, 10(1). https://doi.org/10.31000/prima.v10i1.15172

BibTeX
@article{handayani2025,
  author = {Handayani, Anggun Putri and Paloloang, Muhammad Fachri B. and Baharuddin, Baharuddin and Sugita, Gandung},
  title = {META-ANALYSIS: THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING APPROACHES ON MATHEMATICAL PROBLEM-SOLVING ABILITIES},
  year = {2025},
  journal = {Prima: Jurnal Pendidikan Matematika},
  volume = {10},
  number = {1},
  publisher = {Universitas Muhammadiyah Tangerang},
  doi = {10.31000/prima.v10i1.15172},
  language = {id}
}
RIS
TY  - JOUR
AU  - Handayani, Anggun Putri
AU  - Paloloang, Muhammad Fachri B.
AU  - Baharuddin, Baharuddin
AU  - Sugita, Gandung
TI  - META-ANALYSIS: THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING APPROACHES ON MATHEMATICAL PROBLEM-SOLVING ABILITIES
PY  - 2025
JO  - Prima: Jurnal Pendidikan Matematika
VL  - 10
IS  - 1
DO  - 10.31000/prima.v10i1.15172
LA  - id
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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