Meta-Analysis of the Impact of Interactive Learning Media on Students' Self-Efficacy in Mathematics Learning
Abstract
This study aims to conduct a meta-analysis of the impact of interactive learning media on students' self-efficacy in mathematics learning. Although interactive media are widely used, previous research findings are still diverse and have not been fully integrated. The purpose of this study is to synthesize the results of quantitative studies to obtain an estimate of the combined effect size and to identify moderating factors such as education level, type of media, material, and sample size. The method used is meta-analysis with a random-effects model approach, covering 15 quasi-experimental studies that meet the PICOS inclusion criteria. The results of the analysis show that interactive media has a significant effect on increasing student self-efficacy with an average effect size of 0.72 (strong category). Junior high school and college education levels and media such as H5P, Geogebra, and videos have the most significant impact. Publication bias tests using funnel plots and Fail-Safe N (686) confirmed that the meta-analysis results were stable and not influenced by bias. This study confirms that interactive media effectively increases student self-efficacy, especially with the right choice of media and education level. As an implication, educators are advised to consider moderator factors to optimize learning outcomes. Further research is needed to explore other moderator variables such as learning approaches.
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DOI: http://dx.doi.org/10.18415/ijmmu.v13i1.7338
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