A META-ANALYSIS OF PROBLEM-BASED LEARNING:

2015 ◽  
pp. 303-330 ◽  
Author(s):  
Andrew Walker ◽  
Heather Leary ◽  
Mason Lefler
Keyword(s):  
Meta Analysis ◽  
Problem Based Learning

scholarly journals Meta-Analysis Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis IPA Di Sekolah Dasar

2020 ◽  
Vol 4 (4) ◽  
pp. 889-898
Author(s):  
Kafiga Hardiani Utama ◽  
Firosalia Kristin
Keyword(s):  
Model Problem ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Test Model ◽  
Paired Samples

Indonesia merupakan salah satu negara yang memiliki kualitas kemampuan sains rendah, hal ini dibuktikan melalui hasil survey PISA. Berdasarkan hasil survey PISA dari tahun 2012 hingga 2018, Indonesia selalu menduduki peringkat 10 terbawah. Berkaca akan rendahnya kualitas pendidikan di Indonesia, banyak dilakukan penelitian berkaitan dengan cara meningkatkan kemampuan berpikir kritis pada muatan pembelajaran IPA di sekolah dasar, salah satunya melalui model pembelajaran problem based learning (PBL). Banyaknya keberhasilan model problem based learning (PBL) dalam meningkatkan kemampuan berpikir kritis membuat penulis ingin mengkaji kembali hasil-hasil penelitian terdahulu untuk dianalisis keberhasilannya. Penelitian ini merupakan penelitian deskriptif kuantitatif dan kualitatif berbantukan metode meta-analysis dengan teknik non-tes. Sesuai dengan metode yang digunakan, penelitian ini betujuan untuk menganalisis kembali pengaruh penggunaan model pembelajaran problem based learning (PBL) dalam meningkatkan kemampuan kritis peserta didik di sekolah dasar pada muatan pembelajaran IPA. Berdasarkan hasil analisis artikel jurnal yang diperoleh melalui penelusuran sejumlah jurnal nasional, secara keseluruhan berdasarkan hasil uji paired samples test model pembelajaran problem based learning (PBL) berpengaruh meningkatkan kemampuan berpikir kritis dari perolehan rata-rata awal 4999.23 menjadi 7757.85 dengan keseluruhan rata-rata presentase gain sebesar 66,18%.

scholarly journals PENGARUH MODEL PROBLEM BASED LEARNING (PBL) PADA PEMBELAJARAN MATEMATIKA SISWA SEKOLAH DASAR : STUDI META-ANALISIS

2021 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Fatkhul Arifin ◽  
Tri Anjani Ashari ◽  
Fauzan Fauzan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Basic Education ◽  
Meta Analysis ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Education Level ◽  
School Students

This study aims to determine the influence of the Problem Based Learning (PBL) learning model on the overall mathematics learning in several scientific journals at the basic education level "at the basic education level. The method used is meta-analysis, namely a descriptive narrative review or systematic review by analyzing the results. The results of research that have been published nationally relating to the influence of the Problem Based Learning (PBL) learning model on elementary school students' mathematics learning The sample in this study is a random sampling technique with a total of thirteen journal articles that have been published nationally in Indonesia with a span of years. 2014-2020 at the basic education level which discusses the writing of experiments on the effect of the Problem Based Learning (PBL) learning model in elementary school students' Mathematics learning. The instrument used is a coding data sheet that summarizes the data. and journal information. Based on the analysis of the overall effect value, the average value of the influence is 0.416, which means that it is in the large effect category. The findings of the analysis also show that the problem-based learning model has an influence on Mathematics learning in basic education. This shows the conclusion that the-pl problem based learning model is more effective in learning mathematics compared to the conventional learning model in this study

A meta-analysis of the effects of problem-based learning on students' creative thinking in mathematics

2020 ◽  
Vol 13 (2) ◽  
pp. 104-116
Author(s):  
Yunita Yunita ◽  
Dadang Juandi ◽  
Maximus Tamur ◽  
Angela Merici G Adem ◽  
Jerito Pereira
Keyword(s):  
Effect Size ◽  
Treatment Duration ◽  
Creative Thinking ◽  
Mathematical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Size Variation ◽  
Analysis Data ◽  
Length Of Treatment ◽  
Effect Size Index

[English]: This study examined the effect of Problem-based Learning (PBL) on students' creative mathematical thinking in Indonesia during the last eight years using meta-analysis. Data were obtained from primary studies published in national journals, conference proceedings, and master thesis from 2012 to 2020. This study analyzed 19 effect sizes from 19 primary studies that fulfill the inclusion criteria. The effect size index used the Hedges' g equation and statistical analysis was assisted by comprehensive meta-analysis (CMA) software. The effect size variation test was conducted by analyzing the study's five characteristics, namely the year of study, level of education, sample size, length of treatment, and publication sources. Based on the analysis results, the overall effect size was 0.821, with a standard error of 0.130 at the 95% confidence interval (CI) referring to the random-effects model. The effect size is classified as moderate, meaning that PBL has a moderately positive effect on students' creative mathematical  thinking. The results of the analysis of the characteristics of the study show that the application of PBL to improve students' mathematical creative thinking relates to the research year (Q = 55.683; p <0.05), the treatment duration (Q = 5.644; p <0.05), and publication sources (Q = 13.812; p <0.05). It was found that the PBL was more effective in conditions of treatment duration of fewer than four meetings. There is a tendency that PBL has a significant impact when it is first implemented. The findings' implications are discussed to provide important information as a basic idea for further PBL research and implementation. Keywords: Problem-based learning, Creative thinking, Meta-analysis [Bahasa]: Penelitian ini menguji pengaruh problem-based learning (PBL) terhadap berpikir kreatif matematis siswa di Indonesia selama delapan tahun terakhir melalui meta-analisis. Data diperoleh dari studi primer yang telah dipublikasikan di jurnal nasional, prosiding konferensi, dan tesis master tahun 2012-2020. Penelitian ini menganalisis 19 ukuran efek dari 19 studi primer yang memenuhi kriteria penyertaan. Indeks ukuran efek menggunakan persamaan Hedges' g dan analisis statistik dibantu oleh perangkat lunak comprehensive meta-analysis (CMA). Pengujian variasi ukuran efek dilakukan dengan menganalisis lima karakteristik penelitian yaitu tahun studi, tingkat pendidikan, ukuran sampel, lama perawatan, dan sumber publikasi. Berdasarkan hasil analisis, ukuran efek keseluruhan adalah 0,821, dengan kesalahan standar 0,130 pada interval kepercayaan 95% (CI) menurut model efek acak. Ukuran efek tergolong sedang, artinya penggunaan PBL berpengaruh positif sedang terhadap berpikir kreatif matematis siswa. Hasil analisis karakteristik penelitian menunjukkan bahwa penerapan PBL untuk meningkatkan berpikir kreatif matematis siswa berkaitan dengan tahun penelitian (Q = 55,683; p <0,05), durasi perlakuan (Q = 5,644; p <0,05) , dan sumber publikasi (Q = 13.812; p <0.05). Ditemukan bahwa PBL lebih efektif pada kondisi durasi perlakuan kurang dari 4 pertemuan. Terdapat kecenderungan bahwa PBL berdampak besar saat pertama kali diterapkan. Implikasi hasil penelitian dibahas untuk memberikan informasi penting sebagai ide dasar untuk penelitian dan implementasi PBL selanjutnya. Kata kunci: Problem-based learning, Berpikir kreatif, Meta-analysis  

scholarly journals Effectiveness of problem-based learning in Chinese pharmacy education: a meta-analysis

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Jiyin Zhou ◽  
Shiwen Zhou ◽  
Chunji Huang ◽  
Rufu Xu ◽  
Zuo Zhang ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Problem Based Learning ◽  
Pharmacy Education

scholarly journals Meta-Analisis Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Kritis Siswa

2021 ◽  
Vol 7 (1) ◽  
pp. 48
Author(s):  
Ananda Mahaputra Iskandar ◽  
Dinda Nurfadiah ◽  
Widia Iswari Yuli ◽  
Desnita Desnita
Keyword(s):  
Effect Size ◽  
Grade Level ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Level Of Education ◽  
Model Based ◽  
Grade Levels

This meta-analysis research was conducted with several objectives. First is analyzing that influence given by the problem-based learning model of students' critical thinking skills. Second is to analyze the magnitude of the influence exerted by the problem based learning model based on the level of education (SMA and SMP). The third is to review the magnitude of the influence of using the problem-based learning model based on the material being taught (Work and Energy, Fluid, Substance Pressure, Motion, Elasticity, Harmonic Vibration, Electric Current and Electrical Resistance, Temperature and Heat). The fourth examines the magnitude of the influence of the problem-based learning model based on grade levels (VII, VIII, X and XI). The method used in this research is meta-analysis, which is to analyze 20 articles from existing research. Obtained 4 effect size values from the research that has been done. For the effect size, the ability to think critically is 2.25 which is in the high category. Aspect effect size based on the level of education is 2.43 for SMA level. The effect size for the aspect based on the material is 2.99 for the fluid material and the effect size for the aspect based on the grade level is 3.33 at grade XI level.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN TERHADAP PENINGKATAN PEMAHAMAN KONSEP FISIKA SISWA SMA: META-ANALISIS

2021 ◽  
Vol 7 (2) ◽  
pp. 238
Author(s):  
M. Ifdal Hafiz Chan ◽  
Edja Annisa Septia ◽  
Kurnia Febrianti ◽  
Desnita Desnita
Keyword(s):  
High School Students ◽  
Direct Instruction ◽  
Effect Size ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Average Effect ◽  
Average Effect Size

ABSTRAKTujuan dari penelitian ini adalah untuk melihat efektivitas dari beberapa model pembelajaran dalam meningkatkan pemahaman konsep fisika siswa SMA. Penelitian ini merupakan penelitian meta-analisis yang menggambarkan effect size dari penelitian-penelitian pendidikan mengenai pengaruh model-model pembelajaran terhadap pemahaman konsep fisika siswa SMA. Model pembelajaran yang di bandingkan dalam penelitian meta-analisis ini adalah model pembelajaran Discovery Learning, Inkuiri, Kooperatif, Direct Instruction, dan Problem Based Learning. Model pembelajaran yang memiliki efektivitas tertinggi adalah model pembelajaran Langsung (Direct Instruction) dengan nilai rata-rata effect size 1.43 yang termasuk dalam kategori tinggi. Model pembelajaran lain yang juga memiliki nilai rata-rata effect size yang termasuk dalam kategori tinggi adalah model pembelajaran Inkuiri dengan nilai rata-rata effect size 1.39, model pembelajaran Kooperatif dengan nilai rata-rata effect size 1.11, model pembelajaran Discovery Learning dengan nilai rata-rata effect size 0.96, serta model pembelajaran Problem Based Learning dengan nilai rata-rata effect size 0.92. Kata kunci: Meta-Analisis; Discovery Learning; Inkuiri; Kooperatif; Direct Instruction; Problem Based Learning; Pemahaman Konsep; Fisika ABSTRACT The purpose of this study was to see the effectiveness of several learning models in improving the understanding of physics concepts for high school students. This research is a meta-analysis that describes the effect size of educational studies regarding the influence of learning models on the understanding of physics concepts for high school students. The learning models compared in this meta-analysis are the Discovery Learning, Inquiry, Cooperative, Direct Instruction, and Problem Based Learning learning models. The learning model that has the highest effectiveness is the Direct Instruction model with an average effect size value of 1.43 which is included in the high category. Other learning models that also have an average effect size value that is included in the high category are the Inquiry learning model with an average effect size value of 1.39, the Cooperative learning model with an average effect size value of 1.11, and the Discovery Learning learning model with an average value. the average effect size is 0.96, as well as the Problem Based Learning model with an average effect size value of 0.92. Keywords: Meta-Analysis; Discovery Learning; Inquiry; Cooperative; Direct Instruction; Problem Based Learning; Concept Understanding; Physics.

scholarly journals Meta Analisis Model Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Berpikir Kritis di Sekolah Dasar [A Meta-analysis of Problem-Based Learning Models in Increasing Critical Thinking Skills in Elementary Schools]

2018 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Indri Anugraheni
Keyword(s):  
Critical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Google Scholar ◽  
Learning Models ◽  
School Students ◽  
Test Technique

<p>This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researcher used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%.</p><p><strong>BAHASA INDONESIA <strong>ABSTRAK</strong>: </strong>Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran Problem Based Learning untuk meningkatkan keterampilan berpikir kritis di Sekolah Dasar. Model pembelajaran Problem Based Learning adalah proses pembelajaran dimana siswa mampu memiliki pola pikir yang terbuka, refktif, aktif, reflektif dan kritis melalui kegiatan konteks dunia nyata. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui google Cendekia dan studi dokumentasi di perpustakaan. Dari hasil penelusuran diperoleh 20 artikel dari jurnal dan 3 dari repository. Berdasarkan hasil analisis ternyata model pembelajaran Problem Based Learning mampu meningkatkan kemampuan berpikir Siswa mulai dari yang terendah 2,87% sampai yang tertinggi 33,56% dengan rata-rata 12,73%. </p>

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