International Journal of Evaluation and Research in Education (IJERE)

Vol. 13, No. 1, February 2024, pp. 292~301

ISSN: 2252-8822, DOI: 10.11591/ijere.v13i1.26380  292

Technology-based learning interventions on mathematical

problem-solving: a meta-analysis of research in Indonesia

Himmatul Ulya1,2, Sugiman3, Raden Rosnawati1, Heri Retnawati1

1
Department of Educational Research and Evaluation, Postgraduate School, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
2
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Muria Kudus, Kudus, Indonesia
3
Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta,
Indonesia

Article Info ABSTRACT

Article history: Mathematical problem-solving is important for learning mathematics and is
needed in the 21st century. In the 21st century, education technology has
Received Dec 24, 2022 been complementing every learning activity. Research on learners’
Revised Apr 6, 2023 mathematical problem-solving improvement increased rapidly over the last
Accepted May 20, 2023 few decades. This study examined the effectiveness of technology-based
mathematics learning interventions on learners’ mathematical problem-
solving at all levels of education in Indonesia. The researchers only took
Keywords: meta-analysis research from 2015 to 2023 from indexing databases, such as
Scopus, Web of Science, Google Scholar, and Science and Technology
Learning intervention Index (SINTA) indexers. The collected research articles were from only
Mathematical problem-solving national journals in Indonesia. The screened data became the research
Meta-analysis results, containing the mean, standard deviation, number of samples (N), and
Students in Indonesia the scale used in the research. This research had 19 independent studies in
Technology this meta-analysis. The data analysis applied meta-analysis, specifically the
mean effect size value. The results of data analysis using Jeffrey’s Amazing
Statistics Program (JASP) software showed the effective implementation of
innovative and fun technology-based mathematics learning interventions.
These findings highlighted the importance of incorporating technology into
mathematics education and its potential for improving learners’ problem-
solving skills.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Himmatul Ulya
Department of Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta
Depok, Sleman, Special Region of Yogyakarta 55281, Indonesia
Email: [email protected] or [email protected]

1. INTRODUCTION
One of the goals of 21st-century education is to develop students’ problem-solving skills [1]–[4]. The
development of problem-solving skills is inseparable from learning mathematics. Mathematical competence in
the 21st century requires students to keep up with information and communication technology (ICT) and rapid
digitalization [5]. The mathematical problem-solving skill development in the 21st century should use
technology-based mathematics learning.
Problem-solving is a vital skill in the 21st century and is relevant to most academic activities and
professional worlds [6], [7]. Mathematical problem-solving skill development is one of the most important goals
of learning mathematics [8]. Learners must develop problem-solving skills to manage complex problems [9].
Leaners also need this skill both in social life and in the world of work later [10]. An individual mindset

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Int J Eval & Res Educ ISSN: 2252-8822  293

influenced problem-solving skills indirectly. The moderating factor of this influence is - solving mathematical
problems [11]. Therefore, learners must develop the mindset needed for 21st-century skills [12].
In the last few decades, many studies investigated the potential mathematics learning interventions to
improve the quality of learning and learning outcomes [13]. Mathematics learning focuses on the students'
mathematical skills to determine mathematical task completion and problem-solving success [14]. Mathematics
skill refers to the implementation of mathematical concepts and processes to solve various mathematics
problems flexibly and effectively [15]. Thus, problem-solving is important for the skill to develop their
mathematical power and increase their confidence and competence in mathematical tasks.
Additionally, teachers can play an important role in supporting students' mathematical power by
providing a supportive learning environment, encouraging critical thinking and problem-solving, and giving
students opportunities to engage in mathematical tasks and activities that challenge their current understanding
[16]. Teachers can also provide feedback and support that helps students identify areas for improvement and
develop their mathematical power over time. In conclusion, mathematical power is a critical aspect of
mathematical learning that has a significant impact on students' success in mathematical tasks and problem-
solving. By providing effective mathematics learning interventions and supporting teachers, we can help
students develop their mathematical power and improve their learning outcomes.
Technology is a learning challenge in the era of digital disruption [17]. Various studies in Indonesia
and even the world have focused on technology-based mathematics learning interventions. The results of
these research have proven that intervention in mathematics learning can improve students' mathematical
abilities [18]–[20]. However, in Indonesia, there are still many teachers who do not take advantage of existing
research results. Mathematics teachers who tend to use a teacher-centered learning approach still dominated in
Indonesia [21]. The research by Sumardi et al. [22] also showed that most of the learning used a teacher-
centered learning approach. The use of conventional methods results in the underdevelopment of students'
higher-order thinking (HOT). The process of measuring problem-solving was often neglected in learning. If the
teacher maximized the learning and assessment process, learners' mathematical problem-solving will be
optimal. For example, the application of assessment strategies such as the structure of the observed learning
outcomes (SOLO) taxonomy, the higher-order thinking skills model, performance appraisal, authentic
assessment, dynamic assessment, and others have been shown to strengthen students' mathematical problem-
solving skills [23].
The results of research on mathematics learning interventions, in general, can affect learners'
mathematical abilities. Khalid et al. [24] in their research resulted that the effect of the creative problem solving
in teaching mathematics affected the mathematical problem-solving ability of all students. In addition, the
results of other studies showed that learning with the problem-based learning model can improve learners'
mathematical problem-solving abilities [25]–[31]. The applied model or learning strategy may also include the
availability of media or teaching materials to ease the learners. Thus, they can develop mathematical problem-
solving. Suratno and Waliyanti [32] applied a blended learning model assisted by GeoGebra, information
technology and communication [33], comics [34], learning games [35], [36], and so on whose estuary can
improve students' mathematical problem-solving. This indicates that technology-based mathematics learning
interventions with innovative and fun learning can positively influence learners' mathematical problem-solving.
Various perceptions are observable in mathematical problem-solving. Skills related to mathematics are
focused on mathematic-task completion performance. On the other hand, mathematical problem-solving skill
focuses on cognitive implementation and complex problem-solving skills with critical and logical thinking. This
study applied the two terms to search related data of the meta-analysis scheme.
Various studies found that the average mathematical problem-solving of learners after being given an
intervention shows good results. However, the results of existing research have not been generalized. So, the
effectiveness of technology-based mathematics learning interventions in Indonesia on problem-solving has not
been identified. The research question is: how is the effectiveness of technology-based mathematics learning
interventions for solving students' math problems at all levels of education in Indonesia? This study will reveal
the effectiveness of technology-based mathematics learning interventions on mathematics problem-solving in
Indonesia by analyzing various previous studies. Based on the problems, this study aimed to examine the
effectiveness of the intervention in technology-based mathematics learning on learners' mathematical problem-
solving at all levels of education in Indonesia through a meta-analysis of research in the period 2015 to 2023.

2. RESEARCH METHOD
Meta-analysis is research conducted by summarizing, reviewing, and analyzing research data from
several similar research results and ending with global conclusions. The theme of this research is the impact
of technology-assisted mathematics learning in optimizing students’ math problem-recovery skills.
Therefore, the data population in this article is a review of all research results that explain the average
problem-solving skills after receiving learning interventions that integrate technology.
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2.1. Literature search

This study used a mean meta-analysis design by calculating the effect size of the random effect
model. This research data collection technique was through the documentation by collecting similar research
that already exists. To find studies on mathematical problem-solving, researchers used a systematic literature
search through electronic databases, including Scopus, Web of Science, Google Scholar, and the Science and
Technology Index (SINTA) indexer applicable to national journals in Indonesia. The keywords used include
problem-solving, mathematics problem-solving, and ICT. The documents used in this research are journal
articles and online proceedings.

2.2. Inclusion criteria

The population in this study were all articles of research results regarding interventions in
technology-based mathematics learning on students’ mathematical problem-solving at all levels of education
in Indonesia. The research sample was taken using the purposive sampling technique. The sample was
determined based on the suitability of the research theme and used the following criteria: i) measuring
learners’ mathematical problem-solving through average scores; and ii) reporting the mean, standard
deviation, number of samples, and range of data.

2.3. Coding
The coding of the article as a study to be mapped considers the following variables: year of
publication (2015-2023), school level, number of samples, region, and average effect size. The coding
procedure was carried out by: i) recording the effect size for each independent sample in the study; and ii) if a
study reports on the average mathematical problem-solving of students from different subsamples such as
grouping students with high, medium, and low abilities, then the coding is done separately. From 317 articles
with the same criteria and research results were collected, a total of 90 articles with 112 independent studies
met the coding criteria. Articles that participated in coding but whose information was incomplete, such as no
explanation of the number of samples, data ranges, and standard deviation values were not included in the
study sample. After coding was completed, 17 articles were obtained according to the inclusion criteria and 1
article had several independent samples. The study used a whole research sample, namely 19 independent
studies. The determination of the sample used in this study is briefly described in Figure 1.

Search articles through

Identification electronic databases (n = 317)

Search for articles that do not

Coding articles search (n = 90
Filtering with 112 independent studies)
included in the coding criteria
(n = 227)

Articles with complete

information Articles with
Coding (n = 17 with a total of 19 incomplete
independent studies) information (n = 62)

Studies that meet the

Meta-Analysis sample criteria (n = 19)

Figure 1. Schematic of the number of researchers analyzed

2.4. Data analysis technique

The researchers used quantitative data analysis in this meta-analysis with Microsoft Excel and
Jeffrey’s Amazing Statistics Program (JASP). Microsoft Excel was useful for collecting the effect size (ES),
transforming the ES scale, and calculating the standard error (SE). Then, the researchers determined the
whole and aggregated effect size with the JASP program. In general, the data analysis process, includes:
i) applying a heterogeneity test; ii) determining the summary effect or aggregate effect size; iii) developing
forest plots and their interpretations; and iv) evaluating publication bias [37].

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3. RESULTS AND DISCUSSION

3.1. Results
This study aims to examine the impact of interventions in technology-based mathematics learning at
all levels of education in Indonesia, starting from elementary school (ES), junior high school (JHS), senior
high school (SHS), vocational high school (VHS), to higher education (college). A total of 317 articles were
found through electronic databases, but only 19 articles were used as research data. Table 1 shows the
generated data from 19 studies.

Table 1. Studies in meta-analysis

No. Study Intervention
1 [38] Problem-based learning (PBL) assisted by QR code
2 [39] Online problem posing
3 [40] Trigonometry learning kit with a STEM approach
4 [41] Visual basic for Microsoft Word application
5 [42] Blended learning model
6 [43] MURDER cooperative learning model through Edmodo
7 [35] Learning using Quizizz
8 [36] Multi-Representation Discourse (MRD) learning assisted by the dragon box puzzle game
9 [44] Online Interactive Apps
10 [33] Information technology and communication based lesson study
11 [45] Dynamic Mathematics Software GeoGebra
12 [46] Instructional videos on an e-learning platform
13 [47] Contextual learning with android-based learning media
14 [48] Online project collaborative learning for all students, low-ability students, and high-ability students
15 [49] Interactive learning media
16 [50] Online-based M-APOS model
17 [32] GeoGebra in problem-based learning

3.1.1. Heterogeneity test

Processing data for this meta-analysis using the JASP program. The researchers used Q-statistic for
the heterogeneity test. Table 2 and Table 3 show the Q-value and p-value of the fixed and randomized
effects. Table 2 shows the value of degrees of freedom (df) obtained from the n-study (19-1=18). The
heterogeneity result is observable from the q-value and the p-value of the residual heterogeneity line test. The
obtained Q value is 1630.850 with the p-value<.001, lower than .05, indicating heterogeneous effect size.
The results proved the model could estimate the mean effect size of the 19 studies analyzed.
Based on the calculation of residual heterogeneity estimates, the I² value is 99.047 with an interval
of 98.329 and 99.599, indicating heterogeneous effect size due to sampling error. Thus, the effect size in the
studies used was not the same. The researchers interpreted the summary effect with the random effects to
avoid inaccuracy due to fixed-effect implementation.

Table 2. Heterogeneity test

Fixed and random effects Q df p
Omnibus test of model coefficients 609.240 1 <.001
Test of residual heterogeneity 1630.850 18 <.001

Table 3. Residual heterogeneity estimates

Residual heterogeneity estimates 95% Confidence interval
Estimate Lower Upper
τ² 158.025 89.480 377.598
τ 12.571 9.459 19.432
I² (%) 99.047 98.329 99.599
H² 104.931 59.850 249.341

3.1.2. Summary effect (aggregate effect size)

The aggregate of the mean from 19 studies on student mathematics problem-solving interventions
can be seen in the Coefficient Table. This aggregate of the mean shows the average problem-solving ability
of students after receiving technology-based learning intervention. Complete results are presented in Table 4.
Table 4 shows the summary effect at 78.037, the standard error (SEM) at 2.929, and the z value at 24.683.
The p-value is lower than .05, or significant. The average effect size is 72.296, categorized as excellent.
Figure 2 shows the aggregate mean results of the forest plot are 72.296 with a lower limit (LM) of 66.555, an
upper limit (UL) of 78.037, and a confidence interval of 95% or significant.

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Table 4. Summary effect (aggregate effect size)

Coefficients
95% Confidence interval
Estimate Standard error z p
Lower Upper
Intercept 72.296 2.929 24.683 <.001 66.555 78.037

Forest plots contain information about the study analyses and the effect sizes. The forest plot has
black rectangles to indicate the size effect. The right-side rectangles have high effect sizes. The size of the
black rectangle shows the significance of the size effect. Figure 2 shows the effect sizes are varied. The
magnitude is between 66.56 to 78.04.

Figure 2. Forest plot

3.1.3. Evaluation of publication bias

Evaluation of publication bias aims to investigate the presence of publication bias. A good meta-
analysis should not contain publication bias. This indication can be seen in the funnel plot as presented in
Figure 3. In the funnel plot, the X-axis shows the effect size value of each study. The center line (vertical
line) shows the average effect size of the analyzed studies. The dots show the distribution of the study size
effect on the standard error. The Y axis shows the standard error of the studies. Low points led to high
standard error. Figure 3 shows the relatively symmetric funnel plot, indicating no publication bias.
The funnel plot did not provide strong evidence of free-bias publicity because the plot relied on
visual aid. Thus, the plot is subjective [51]. The researchers used the rank correlation test to support the
funnel plot result. Table 5 determines the publication bias indication from the p-value. The applied criterion
for a symmetrical condition is a p-value higher than 0.05. The rank correlation table shows p=.139, higher
than .05, or a symmetrical funnel plot. The results proved no publication bias in terms of the meta-analytical
studies. Table 6 provides the Egger test results of publication bias.

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Figure 3. Funnel plot

Table 6 shows the p-value to determine the symmetrical funnel plot indication. The funnel plot is
deemed symmetric if the p-value is higher than .05. The Egger Test shows p=.139, higher than .05, or
symmetrical. The results proved no biased publication in terms of the meta-analytical studies conducted.

Table 5. Rank correlation

Rank correlation test for Funnel plot asymmetry
Kendall’s τ p
Rank test -.240 .139

Table 6. Egger test

Regression test for Funnel plot asymmetry (Egger’s test)
z p
Sei -1.481 .139

3.2. Discussion
The meta-analysis found the objective of teaching mathematics was to develop students’ problem-
solving skills [52]. The meta-analysis results showed the learners excellently solved math problems at all
levels of education because of innovative and fun technology. In this research, the technology intervention
was explicit and systematic. The teacher taught the steps of solving mathematical problems with logical
development skills [53] and technology. The current results were consistent with the previous studies.
Mathematics learning intervention positively influenced learners’ mathematical skills [54]–[58]. The
heterogeneity test obtained an I² value of 99.047 or 99% (higher than 75%) indicating heterogeneous effect
size [59]. High heterogeneity [60] indicated variability in most measurements [61]. Thus, the researchers
applied a random effect model to calculate the combination of effect sizes [62].
The summary effect or average aggregate generated from these 19 meta-analytical studies is 72.296.
The value indicated an excellent category of mathematical problem-solving skills after receiving technology-
based learning. The results proved mathematics learning interventions improved students’ mathematical
problem-solving [63]. The researchers found 14 studies with greater mean than the obtained aggregate.
In this research, all studies showed the effectiveness of technology-based mathematics learning intervention
on mathematics problem-solving skills at all education levels in Indonesia. Several studies also found
significant effects of a technology-based intervention on learners’ problem-solving skills [64]–[66], the
learning process [67]–[69].
The intervention facilitated students to study independently and in groups. They could understand
and use strategies for problem-solving systematically and develop reflexive and creative thinking [70].
Herrada and Baños [71] reinforced that the learning intervention improved cooperative learning in the
classroom. The intervention supported the knowledge and skill acquisition and transfer to improve the quality
of education. The intervention also provided scaffolding to facilitate solving unstructured problems [72].

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Indonesia is a diverse country with various cultures, religions, ethnicity, language, and customs [73].
Thus, every learner has a variety of different characteristics. Teachers had to plan mathematics learning
intervention strategies based on the characteristics of their learners [74]. They also had to consider the
strategies and learners’ competencies within the material dimension. Teachers had to develop learning
strategies based on technology to improve mathematics learning [75].
This meta-analysis study has several limitations in literature collection, namely: i) difficulty in
finding articles on the mapped topics from reputable journals, so most articles come from journals indexed by
SINTA (Indonesia); ii) difficulty in obtaining articles whose research locations are in Eastern Indonesia; and
iii) difficulty in getting articles with the same level of education. This research recommends future
researchers promote related research to determine the most suitable intervention or learning approach for the
teachers. Teachers need to make new interventions into the practice of technology-based mathematics
learning in the classroom by adjusting the curriculum and student characteristics. The process of assessing
the right problem-solving also needs to be considered by the teacher to measure students’ optimal
mathematical problem-solving.

4. CONCLUSION
This meta-analysis research examines the effectiveness of technology-based mathematics learning
interventions on students’ mathematical problem-solving at all levels of education in Indonesia in the 2015 to
2023 period. The results show that innovative and fun technology-based mathematics learning interventions
positively influenced math problem-solving students in Indonesia with a mean effect size of 72.296.
Innovative and fun technology-based mathematics learning interventions effectively improved mathematics
problem-solving for students in Indonesia at all levels of education in Indonesia. This research could be the
consideration for mathematics teachers in Indonesia to provide innovative and fun technology-based
mathematics learning interventions so that mathematics learning is not monotonous and conventional.
Teachers must develop and improve students’ mathematical problem-solving. However, an appropriate and
standardized problem-solving assessment process in Indonesia also is important to produce optimal student
mathematical problem-solving.

ACKNOWLEDGEMENTS
The authors would like to thank the Ministry of Education, Culture, Research, and Technology
(Kemendikbudristek), the Center for Educational Financial Services (PUSLAPDIK), and The Indonesia
Endowment Funds for Education (LPDP) of the Republic of Indonesia for providing Indonesian Education
Scholarships (BPI) so that the first author can pursue a degree this academic.

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BIOGRAPHIES OF AUTHORS

Himmatul Ulya is a doctoral student in the Educational Research and Evaluation

study program at Universitas Negeri Yogyakarta, Indonesia. She is an awardee of the
Indonesian Education Scholarship in collaboration with The Ministry of Education, Culture,
Research and Technology (Kemendikbudristek) and The Indonesia Endowment Funds for
Education (LPDP) of the Republic of Indonesia. She is also a lecturer in Mathematics
Education at Universitas Muria Kudus, Indonesia whose research focuses on mathematics
education, mathematics assessment and measurement, and ethnomathematics. She can be
contacted via email: [email protected] and [email protected].

Sugiman is a Professor in Mathematics Education at Universitas Negeri

Yogyakarta, Indonesia. He is an expert in the field of Mathematics Education. His research
focuses on mathematics education. He can be contacted via email: [email protected].

Raden Rosnawati is a Doctor of Educational Research and Evaluation who

teaches at Universitas Negeri Yogyakarta, Indonesia. She is an expert in the field of
mathematics learning evaluation. Her research focuses on mathematics learning innovation
and mathematics education assessment. She can be contacted via email: [email protected].

Heri Retnawati is a Professor in Educational Research and Evaluation at

Universitas Negeri Yogyakarta, Indonesia. She is an expert in the field of mathematics
education assessment. Her research focuses on mathematics learning innovation and
mathematics education assessment. She can be contacted via email: [email protected].

Technology-based learning interventions on mathematical problem-solving: … (Himmatul Ulya)