Learning from the Past: Meta-Analysis of Contextual Teaching-Learning of the Past Decade

Maximus Tamur, Valeria Suryani Kurnila, Marzuki Marzuki, Emilianus Jehadus, Sabina Ndiung, Jerito Pareira, Syaharuddin Syaharuddin


This meta-analysis was conducted to summarize the evidence linking the influence of Contextual Teaching-Learning (CTL) on students' mathematical abilities. The research data was obtained from the ERIC database, sage publishing, Scopus database, semantic scholarships, and google scholarships. The 26 studies that met the inclusion requirements were analyzed to obtain an estimate of effectiveness and examined the extent to which the effect of CTL was moderated by year of study, level of education, sample size, and publication source. The random-effect model is estimated, and data processing uses the Comprehensive Meta-Analysis (CMA) software. The results showed the overall effect size of the study was 0.88 (large effect). The moderator analysis results revealed that the implementation of CTL was moderated by the variables of education level and publication source. On the other hand, the studies' heterogeneity reflects that there are still other moderating variables associated with the effectiveness of CTL. The study's limitations and implications are discussed as the basic idea for the implementation of further research.


Contextual Teaching-Learning; Meta-Analysis; Students' mathematical abilities; Effect size.

Full Text:



Ahdhianto, E., Marsigit, M., Haryanto, H., & Santi, N. N. (2019). European Journal of Educational Research. European Journal of Educational Research, 9(2), 753–764. https://doi.org/10.12973/eu-jer.9.2.753

Arik, S., & Yilmaz, M. (2020). The effect of constructivist learning approach and active learning on environmental education: A meta-analysis study. International Electronic Journal of Environmental Education, 10(1), 44–84. Retrieved from https://files.eric.ed.gov/fulltext/EJ1239355.pdf

Bayraktar, S. (2001). A Meta-analysis of the Effectiveness of Computer-Assisted Instruction in Science Education. Journal of Research on Technology in Education, 34(2), 173–188. https://doi.org/10.1080/15391523.2001.10782344

Bochniak, J. S. (2014). The Effectiveness of Computer-Aided Instruction on Math Fact Fluency (Walden University). Walden University. Retrieved from http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1028&context=dissertations

Bolstad, O. H. (2020). Secondary teachers ’ operationalisation of mathematical literacy. European Journal of Science and Mathematics Education, 8(3), 115–135.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. United Kingdom: John Willey and Son Ltd. https://doi.org/10.1007/978-3-319-14908-0_2

Borenstein, Michael, Hedges, L. V, Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. A John Wiley and Sons, Ltd., Publication. https://doi.org/10.1002/9780470743386

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. In Department of Psychology, New York University (Vol. 111). https://doi.org/10.1192/bjp.111.479.1009-a

Cooper, H. M. (2017). Research Synthesis and Meta-Analysis : A Step-by-Step Approach (Fifth). Los Angeles: SAGE Publications.

Franzen, M. (2020). Meta-analysis. In H. V. Zeigler & T. . Shackelford (Eds.), Encyclopedia of Personality and Individual Differences (p. 5925). Springer, Cham. https://doi.org/10.1007/978-3-319-24612-3_1326

Freeman-Green, S. M., O’Brien, C., Wood, C. L., & Hitt, S. B. (2015). Effects of the SOLVE strategy on the mathematical problem solving skills of secondary students with learning disabilities. Learning Disabilities Research and Practice, 30(2), 76–90. https://doi.org/10.1111/ldrp.12054

Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222–237.

Glass, G. V. (2015). Meta-analysis at middle age: A personal history. Research Synthesis Methods, 6(3), 221–231. https://doi.org/10.1002/jrsm.1133

Hadjar, I. (2014). Perbandingan kemampuan siswa dalam pemecahan masalah segiempat dengan contextual teaching and learning (CTL) dan pembelajaran konvensional di Kelas VII SMPN 7 Palu. AKSIOMA : Jurnal Matematika Dan Pendidikan Matematika, 3(1), 1–9.

Herawaty, D., & Widada, W. (2018). The Influence of Contextual Learning Models and the Cognitive Conflict to Understand Mathematical Concepts and Problems Solving Abilities. International Conference on Science, Mathematics, and Education, 218(ICoMSE 2017), 96–102. https://doi.org/10.2991/icomse-17.2018.17

Higgins, S., & Katsipataki, M. (2015). Evidence from meta-analysis about parental involvement in education which supports their children’s learning. Journal of Children’s Services, 10(3), 280–290. https://doi.org/10.1108/JCS-02-2015-0009

Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., Siagian, M. D., Sulastri, R., & Negara, H. R. P. (2021). The Effectiveness of Dynamic Geometry Software Applications in Learning Mathematics: A Meta-Analysis Study. International Journal Interactive Mobile Technologies, 15(02), 18–37. https://doi.org/10.3991/ijim.v15i02.18853

Kartini, K., Shidiq, A. S., & Nasrudin, D. (2021). The Elementary teacher readiness toward STEM-Based contextual learning in 21st Century Era The Elementary teacher readiness toward STEM-Based contextual learning in 21st Century Era. Elementary Education Online, 20(1), 145–156. https://doi.org/10.17051/ilkonline.2021.01.019

Kistian, A., Fahreza, F., & Mulyadi, M. (2020). Perbedaan model pembelajaran contextual teaching and learning (CTL) dan ekspositori terhadap kemampuan pemecahan masalah matematis siswa di Kelas IV SDN Peunaga Cut Ujong. HJurnal Tunas Bangsa, 7(1), 50–59.

Mamartohiroh, S., Muhandaz, R., & Revita, R. (2020). Pengaruh Model Contextual Teaching and Learning Terhadap Kemampuan Pemecahan Masalah Matematis Berdasarkan Kemandirian Belajar Siswa SMP / MTs. Tarbawi: Jurnal Ilmu Pendidikan, 16(1), 46–58.

McHugh, M. L. (2012). Lessons in biostatistics interrater reliability : the kappa statistic. Biochemica Medica, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031

Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative meta-analysis: A consideration of indicators of sufficiency and stability. Personality and Social Psychology Bulletin, 27(11), 1450–1462. https://doi.org/10.1177/01461672012711006

Nurjanah, N., Latif, B., Yuliardi, R., & Tamur, M. (2020). Computer-assisted learning using the Cabri 3D for improving spatial ability and self- regulated learning. Heliyon, 6(11), e05536. https://doi.org/10.1016/j.heliyon.2020.e05536

OECD. (2019). PISA 2018 insights and interpretations. In OECD Publishing. Retrieved from https://www.oecd.org/pisa/PISA 2018 Insights and Interpretations FINAL PDF.pdf

Paloloang, M. F. B., Juandi, D., Tamur, M., Paloloang, B., & Adem, A. M. G. (2020). META ANALISIS : PENGARUH PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA DI INDONESIA TUJUH TAHUN TERAKHIR. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 851–864. https://doi.org/10.24127/ajpm.v9i4.3049

Pigott, T. D. (2012). Advances in Meta-Analysis. In Statistics for Social and Behavioral Sciences. Springer New York Dordrecht Heidelberg London. https://doi.org/10.1007/978-1-4614-2278-5

Pigott, T. D., & Polanin, J. R. (2020). Methodological Guidance Paper: High-Quality Meta-Analysis in a Systematic Review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153

Purba, G. I. D., & Surya, E. (2020). The Improving of Mathematical Understanding Ability and Positive Attitudes of Unimed FMIPA Students by Using the Contextual Teaching Learning (CTL)Approach. Journal of Physics: Conference Series, 1462(1). https://doi.org/10.1088/1742-6596/1462/1/012019

Selvianiresa, D., & Prabawanto, S. (2020). Contextual Teaching and Learning Approach of Mathematics in Primary Schools Contextual Teaching and Learning Approach of Mathematics in Primary Schools. Journal of Physics: Conference Series, 895(1), 012171. https://doi.org/10.1088/1742-6596/895/1/012171

Setiawan, R. H., & Harta, I. (2014). Pengaruh pendekatan open-ended dan pendekatan kontekstual terhadap kemampuan pemecahan masalah dan sikap siswa terhadap matematika. Jurnal Riset Pendidikan Matematika, 1(2), 240–256.

Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses. Annual Review of Psychology, 70(1), 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

Sugandi, A. I. (2015). Penerapan Pendekatan Konstektual untuk Meningkatkan Kemampuan Komunikasi dan Pemecahan Masalah serta Disposisi Matematis Siswa SMA. SEMINAR NASIONAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA UNY 2015, 453–460.

Surya, E., Putri, F. A., & Mukhtar, M. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1), 85–94.

Susanti, N., Juandi, D., & Tamur, M. (2020). The Effect of Problem-Based Learning ( PBL ) Model On Mathematical Communication Skills of Junior High School Students – A Meta-Analysis Study. JTAM (Jurnal Teori Dan Aplikasi Matematika), 4(2), 145–154. https://doi.org/10.31764/jtam.v4i2.2481

Tamur, M, Jehadus, E., Nendi, F., Mandur, K., & Murni, V. (2020). Assessing the effectiveness of the contextual teaching and learning model on students ’ mathematical understanding ability : a meta-analysis study. Journal of Physics: Conference Series, 1657(1), 012067. https://doi.org/10.1088/1742-6596/1657/1/012067

Tamur, M, & Juandi, D. (2020). Effectiveness of Constructivism Based Learning Models Against Students Mathematical Creative Thinking Abilities in Indonesia: A Meta-Analysis Study. Pervasive Health: Pervasive Computing Technologies for Healthcare, (1), 107–114. https://doi.org/10.4108/eai.12-10-2019.2296507

Tamur, Maximus, Jehadus, E., Negara, H. R. P., Siagian, M. D., Marzuki, M., & Sulastri, R. (2021). Pembelajaran Selama Krisis COVID - 19 : Meta - Analisis dari Sudut Hasil Belajar yang Diukur. Jurnal Riset Teknologi Dan Inovasi Pendidikan (JARTIKA), 4(1), 101–108. https://doi.org/10.36765/jartika.v4i1.413

Tamur, Maximus, Juandi, D., & Adem, A. M. G. (2020). Realistic Mathematics Education in Indonesia and Recommendations for Future Implementation : A Meta-Analysis Study. Jurnal Teori Dan Aplikasi Matematika, 4(1), 17–27. https://doi.org/10.31764/jtam.v4i1.1786

Tamur, Maximus, Juandi, D., & Kusumah, Y. S. (2020). The Effectiveness of the Application of Mathematical Software in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 13(4), 867–884. https://doi.org/10.29333/iji.2020.13453a

Uslima, U., Ertikanto, C., & Rosidin, U. (2018). Contextual Learning Module Based on Multiple Representations: The Influence on Students’ Concept Understanding. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1), 11. https://doi.org/10.24042/tadris.v3i1.2534

Yunita, Juandi, D., Tamur, M., Adem, A. M. G., & Pereira, J. (2020). A meta-analysis of the effects of problem-based learning on students ’ creative thinking in mathematics. Beta: Jurnal Tadris Matematika, 13(229), 104–116. https://doi.org/10.20414/betajtm.v13i2.380

DOI: https://doi.org/10.31764/ijeca.v4i1.3981


  • There are currently no refbacks.

Copyright (c) 2021 Maximus Tamur, Valeria S Kurnila, Marzuki, Emilianus Jehadus, Sabina Ndiung, Jerito Pereira, Syaharuddin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJECA (International Journal of Education and Curriculum Application) already indexed:





   Creative Commons License
   IJECA (International Journal of Education and Curriculum Application)
   is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 View IJECA Stats


 IJECA Publisher Office: