Meta-Analysis: The Effect of Discovery Learning on Mathematical Critical Thinking Skills Over 5 Years
Abstract
This study aims to analyse the effect of the discovery learning model on students’ mathematical critical thinking skills through a meta-analysis method. This study employs a systematic review approach referring to PRISMA guidelines and involves 10 primary studies that meet the inclusion criteria within the 2021–2025 period. Data were analysed using Comprehensive Meta-Analysis (CMA) software version 4.0 by calculating the effect size and testing heterogeneity, publication bias, and sensitivity analysis. The results show that overall, the discovery learning model has a positive and significant effect on students’ mathematical critical thinking skills with a combined effect size of 0.868, which is categorised as a very large effect in the random effects model. The heterogeneity test indicates high variation among studies (Q = 109.533; p < 0.05), and the random effects model was used. The moderator analysis results reveal that the most significant effect is found at the junior high school level, in Java and Sulawesi regions, and in small sample sizes. Publication bias testing using funnel plot, trim and fill, and Fail-Safe N indicates that the results are stable and free from significant publication bias.
Keywords: Discovery Learning, Meta-Analysis, Mathematical Critical Thinking, Mathematics Education
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DOI: http://dx.doi.org/10.30659/kontinu.10.1.123-142
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