A Meta-Analysis Study: The Effect of Interactive Learning Media on Students’ Mathematical Problem-Solving Ability

Abstract

Students’ low mathematical problem-solving ability is often attributed to difficulties in comprehending mathematics instruction. This challenge can be addressed through the integration of interactive learning media. This study aims to examine the effect of interactive learning media on students’ mathematical problem- solving ability. A meta-analytic research design was employed. A total of 20 articles were retrieved from the Google Scholar database, selected based on the following criteria: (1) focus on the use of interactive learning media to enhance mathematical problem- solving ability, (2) quasi-experimental research design, (3) availability of statistical data including means and standard deviations, and (4) publication within the last five years (2020– 2025). The research procedure consisted of: establishing inclusion criteria and article selection, coding of selected studies, calculation of individual effect sizes, homogeneity testing, computation of the pooled effect size, null hypothesis testing, and interpretation and conclusion. The meta-analysis yielded a pooled effect size of 0.9802, classified as a large effect according to Cohen’s criteria, indicating that the use of interactive learning media has a substantial positive impact on students’ mathematical problem- solving ability.