| Sumario: | This meta-analysis aims to systematically assess the effect of Problem-Based Learning, Cooperative Learning, and Discovery Learning models on Mathematical Problem-Solving Skills and determine which strategy had the most significant effect. A systematic search of the literature from 2015 to 2024 was conducted using Scopus, Web of Science, and Google Scholar. Seventeen studies were included in this study. Comprehensive meta-analysis (CMA) software analysis showed that Problem-Based Learning, Cooperative Learning, and Discovery Learning all had a significant positive effect on Mathematical Problem-Solving Skills compared to traditional teaching methods. In contrast, Discovery Learning had the greatest effect, followed by Cooperative Learning and finally Problem-Based Learning. In addition, a heterogeneity analysis revealed that the educational level and sample size were the sources of heterogeneity among the studies. The results of this study provide guidance for selecting effective instructional strategies and provide direction for future research exploring sources of heterogeneity.
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