META-ANALISIS: PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRTIS MATEMATIS 5 TAHUN TERAKHIR

Abstract. This study aims to analyse the effect of the discovery learning model on
students’ mathematical critical thinking skills through a meta-analysis method. This
study employs a systematic review approach referring to PRISMA guidelines and
involves 10 primary studies that meet the inclusion criteria within the 2021– 2025
period. Data were analysed using Comprehensive Meta-Analysis (CMA) software
version 4.0 by calculating the effect size and testing heterogeneity, publication bias,
and sensitivity analysis. The results show that overall, the discovery learning model
has a positive and significant effect on students’ mathematical critical thinking
skills with a combined effect size of 0.868, which is categorised as a very large effect
in the random effects model. The heterogeneity test indicates high variation among
studies (Q = 109.533; p < 0.05), and the random effects model was used. The
moderator analysis results reveal that the most significant effect is found at the
junior high school level, in Java and Sulawesi regions, and in small sample sizes.
Publication bias testing using funnel plot, trim and fill, and Fail-Safe N indicates
that the results are stable and free from significant publication bias.
Keywords: Discovery Learning, Meta-Analysis, Mathematical Critical Thinking,
Mathematics Education