| Abstrakt: |
This study aims to learn how computer technology affects the learning outcomes in mathematics learning and how different influences differ from the education level, the type of computer technology used, and year of study. Through this research, readers, especially teachers, can obtain information and knowledge about the influence of computer technology in learning mathematics and provide motivation and reference for readers, especially teachers, to evaluate or make policies regarding the use of computer technology in learning mathematics. This type of research was a meta-analysis using the survey method. The population consists of entire publication articles relating to the topic meta-analysis. The sample was taken in 64 articles. The instrument used is the coding data instrument. The data analysis techniques used were an effect size and hypothetical tests using the Mann-Whitney test and t-test. Analysis of each article had an effect size that was categorized in three categories by Cohen's d, that's 25 high effects articles, 16 medium effects, 12 low effects, and 11 very low effects. Statistical descriptive calculations provided an average of 64 articles on an average of 1.02. The results suggest that the use of computer technology has a high impact on students as a whole. In addition, the results of hypothetical difference in influence in review on education level, the type of computer technology used, and year of study provided a significant result greater than 0.05, so there is no difference in the influence of computer technology in review on education level, the type of computer technology used, and year of study. [ABSTRACT FROM AUTHOR] |
