Eka Zuliana, Siti Irene Astuti Dwiningrum, Ariyadi Wijaya, Julham Hukom
Culture-based mathematics learning (C-bMLI) has emerged as a promising approach to improving students' mathematical skills, yet previous research presents inconsistent findings regarding its efficacy compared to conventional methods. To address this gap, a meta-analytic study is needed to consolidate and present the latest insights regarding the impact of C-bMLI on students' mathematical skills. It also aimed to discern the factors influencing the effectiveness of C-bMLI implementation. Datasets were collected from primary studies published in internationally recognized journals or proceedings. By rigorously adhering to inclusion criteria, a collection of 45 effect sizes from 25 primary studies was identified. The results of this analysis, conducted using the random-effects approach, produced a substantial combined effect size of = 0.93 and = 0.00. The evidence unequivocally substantiated that the employment of C-bMLI significantly contributed to the mathematical process, standing as a superior alternative to conventional learning methodologies. The results of the heterogeneity analysis of the moderator variables showed that factors such as the type of skills, educational tiers, country, publication year, and the variant of C-bMLI contributed to the observed variance, The variable of sample size did not exert a discernible impact on the effectiveness of the learning model. © 2025, Intelektual Pustaka Media Utama. All rights reserved.
Doctoral Program of Educational Science, Graduate School of Yogyakarta State University, Yogyakarta, Indonesia; Department of Primary Education, Faculty of Teacher Training and Education, Universitas Muria Kudus, Kudus, Indonesia; Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta, Indonesia; Department of Arabic Language Education, Faculty of Language and Literature, Universitas Negeri Makassar, South Sulawesi, Indonesia
