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Cited by 7Mathematics Education and PedagogyProblem and Project Based LearningSTEM Education

The utilization of computer-assisted mathematics education integrated into project-based learning to optimize Indonesian students' mathematics achievement: a systematic review and meta-analysis

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Juandi, Dadang, Suparman, Suparman, Putri, Amelia Defrianti, Dahlan, Jarnawi Afghani, Dasari, Dadan·2025·International Electronic Journal of Mathematics Education
DOI 10.29333/iejme/16899
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Abstract

In the last six years, computer-assisted mathematics education (CAME) in project-based learning (PBL) has been conducted in a relatively large part of the learning environment. However, using CAME in the PBL has an inconsistent effect on Indonesian students’ mathematics achievement. A meta-analytic review was used to estimate and examine the effectiveness of CAME integrated into PBL on students’ mathematics achievement across class capacity, educational level, mathematics content, and computer technology. 13 empirical studies published during 2019 – 2024, generating 17 units of effect size and involving 1,313 students were included to this review as the data. Some analyses were applied to analyze the data, including sensitivity, publication bias, Z test, and Q Cochrane test using Comprehensive Meta-Analysis (CMA) software. Results showed that utilizing CAME in the PBL environment had a significant positive, strong effect (g = 1.018; p < 0.01) on the mathematics achievement of Indonesian students. Additionally, several factors, such as educational level, mathematics content, and computer technology, significantly differentiated students’ mathematics achievement in the PBL environment but vice versa for class capacity. This meta-analytic review implies that using CAME integrated into PBL can be one of the effective interventions to optimize students’ mathematics achievement.

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  • Juandi et al. (2025) confirm that content type influences mathematics achievement in PBL environments, with measurement content demonstrating the strongest effects.

    “Juandi et al. (2025) confirm that content type influences mathematics achievement in PBL environments, with measurement content demonstrating the strongest effects.”

    From Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis (2026) · cites this paper as Juandi et al., 2025

    The Mathematics Content section reports that mathematics content significantly differentiated achievement and that measurement topics had a significantly higher effect than other topics. The finding is specifically about Indonesian students using computer-assisted mathematics education integrated into PBL; the citing sentence leaves out those limits. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • The finding that PBL enhances mathematics learning is consistent with prior empirical and review studies.

    “consistent with prior empirical and review studies (Juandi et al., 2025)”

    From Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis (2026) · cites this paper as Juandi et al., 2025

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Cited by

Sorted by citations

Authors
Juandi, D., Suparman, S., Putri, A. D., Dahlan, J. A., & Dasari, D.
Affiliations
  • Indonesia University of Education (ID)
  • Department of Mathematics Education, Universitas Pendidikan Indonesia, INDONESIA
Corresponding author
Juandi, Dadang
ORCID
Venue
International Electronic Journal of Mathematics Education
Publisher
Modestum Ltd
Published
2025-10-01
Volume
20
Issue
4
Pages
em0853
ISSN
1306-3030 (ISSN-L)
DOI
10.29333/iejme/16899
OpenAlex
W4414095630
Cited by
7
References
2
Citations by year
2026: 5 · 2025: 2
FWCI
7.13
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
International Electronic Journal of Mathematics Education (publishedVersion, cc-by)
Topics
  • Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Education › STEM Education
Keywords
computer-assisted mathematics education, project-based learning, mathematics achievement, Indonesian students, educational technology, mathematics education, effect size, class size, educational attainment, mathematical content, computer technology

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