Meta-Analysis: Effectiveness of ICT-Based Learning Learning Model on Students' Mathematical Ability

Authors

  • Nabilah Dwi Dianti Universitas Muhammadiyah Prof. DR. Hamka
  • Nurul Fathonah Najla Universitas Muhammadiyah Prof. DR. Hamka
  • Samsul Maari Universitas Muhammadiyah Prof. DR. HAMKA

DOI:

https://doi.org/10.61193/jmset.v1i1.68

Keywords:

meta-analysis, ICT, mathematical ability

Abstract

The purpose of this study is to determine the effectiveness of the ICT learning model on students' mathematical potential. The type of research used is meta-analysis. The Publish or Perish (PoP) database and Google Scholar are reviewed to achieve appropriate research within the scope of the research.  By inputting keywords that have existed in this database, approximately 200 articles have been found that have been published around 2014 to 2023 and have been researched for research goals. Based on the inclusion conditions, 22 articles have met the suitability requirements for research. The software used as an analysis tool is the Comprehensive Meta-Analysis (CMA) version 3.7, and the effect size index of the Hedges-g Coefficient equation is obtained from the determination through the estimation of the random-effect design. The results of the study found that the overall effect measure of ICT use on students' mathematical ability was 0.498, with a confidence level of 95%. These findings indicate that the use of ICT in Indonesia or abroad is still quite effective because it has a positive impact on students' mathematical skills. Thus, the application of ICT has a greater effect on mathematical abilities than conventional approaches.

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Published

2025-06-13

How to Cite

Dianti, N. D., Najla, N. F., & Maari, S. (2025). Meta-Analysis: Effectiveness of ICT-Based Learning Learning Model on Students’ Mathematical Ability. Journal on Math and Science Educational Technology, 1(1). https://doi.org/10.61193/jmset.v1i1.68

Issue

Vol. 1 No. 1 (2025): Journal on Math and Science Educational Technology

Section

Articles

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Copyright (c) 2025 Skalosia: International Journal on Mathematics Education

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