scholarly journals STUDI META ANALISIS PROBLEM BASED LEARNING DALAM PEMBELAJARAN FISIKA

2021 ◽  
Vol 7 (1) ◽  
pp. 159
Author(s):  
Reny Dwi Astutik ◽  
Mukhayyarotin Niswati Rodliyatul Jauhariyah
Keyword(s):  
Effect Size ◽  
Subject Matter ◽  
Creative Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Secondary Data ◽  
Scientific Publication ◽  
Thinking Skills ◽  
School Level ◽  
Physics Learning

ABSTRAKPenelitian ini bertujuan untuk menganalisis pengaruh problem based learning dalam pembelajaran fisika yang ditinjau secara keseluruhan, jenjang pendidikan, hasil penelitian atau variabel respon, materi, dan media yang digunakan. Metode penelitian ini menggunakan meta analisis. Adapun alur penelitian meta analisis adalah menentukan topik penelitian, menetapkan kriteria pemilihan data, mencari data, mengelompokkan informasi data, kemudian menganalisis data dan menyimpulkan. Teknik pengumpulan data menggunakan data sekunder yang berasal dari penelitian terdahulu berupa 23 artikel publikasi ilmiah. Teknik analisis data menggunakan besaran effect size. Hasil meta analisis ini menyimpulkan bahwa penerapan problem based learning berpengaruh besar dalam pembelajaran fisika dengan nilai effect size rata-rata sebesar 0,524. Penerapan problem based learning dalam pembelajaran fisika berpengaruh besar apabila diterapkan pada jenjang perguruan tinggi, menghasilkan output meningkatkan kemampuan berpikir kreatif, menggunakan pokok bahasan cahaya, dan dibantu media pembelajaran secara virtual berupa video based laboratory. Kata kunci: meta analisis; problem based learning; pembelajaran fisika. ABSTRACTThis study aims to analyze the effect of problem-based learning in physics learning that is reviewed as overall, school level, research results or response variables, subject matter, and the media used. This research method uses meta-analysis. The meta-analysis research stage is to determine the research topic, determine data selection criteria, search for data, classify data information, then analyze the data and making conclusion. The data collection technique uses secondary data from previous research of 23 scientific publication articles. The data analysis technique uses the effect size. The results of this meta-analysis concluded that the implementation of problem-based learning had a great effect on learning physics with an average effect size of 0.524. The application of problem-based learning in physics learning had a great effect when applied at the tertiary level, increasing creative thinking skills, using light as the subject matter, and assisted by virtual learning media in the form of a video-based laboratory. Keywords: meta-analysis; problem-based learning; physics learning.

scholarly journals Meta-Analysis of Students’ Critical Thinking Skills Improvement on Physics Learning

2021 ◽  
Vol 9 (2) ◽  
pp. 155
Author(s):  
Nurul Hikmah ◽  
Mukhayyarotin Niswati Rodliyatul Jauhariyah
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Meta Analysis ◽  
Secondary Data ◽  
Scientific Publication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Type Model ◽  
Physics Learning ◽  
Data Collection Technique

Critical-thinking skill is one of the 21st-century abilities that students must have. This study aimed to analyze the critical thinking abilities to improve physics learning that was reviewed: overall, learning model, education level, subject matter, and the media used. This research method used meta-analysis. The meta-analysis research stage was to determine the research topic, decide data selection criteria, search for data, visualize VOSviewer, classify data information, calculate the effect size, and then analyze the data and conclude. The data collection technique used secondary data from previous research of 18 scientific publication articles. The data analysis technique used the effect size. This meta-analysis concluded that critical-thinking skills significantly influence physics learning, with an average effect size of 1.33 and an influence of 90%. Critical thinking skills in learning physics can significantly affect vocational education with the cooperative-learning time-token type model, using the subject of static fluid, and assisted by real learning media using a puzzle.

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 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.

Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory

2016 ◽  
pp. 78-101
Keyword(s):  
21St Century ◽  
Digital Image ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Matter Content ◽  
Learning Trajectory ◽  
Subject Matter Content ◽  
Content Pedagogy

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

scholarly journals Development of Problem Based Learning (PBL) practicum guide to improve student Creative Thinking Skills (CTS) in basic physics subject

10.32698/0492 ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 39 ◽  
Author(s):  
Desrianti Sahida ◽  
Enny Zarvianti
Keyword(s):  
Research And Development ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Development Study ◽  
Is Research ◽  
Basic Physics ◽  
D Model ◽  
Observation Results

The current study is research and development study, conducted based on observation results obtained from STKIP Muhammadiyah Sungai Penuh. 4-D model was applied in this study. The 4-D model consists of (1) define. Curriculum analysis was conducted, resulting in 48 credits obtained. Analysis on students was conducted, resulting in data revealing that the students’ creative thinking skills are still categorized as low. Analysis on subject matters was conducted, resulting in decision to implement the study in Basic Physics I subject matter.(2) design, where the preliminary practicum guide was obtained. (3) development, where the PBL-based practicum guide was categorized as 0.84% valid, 92.5% practical, 77% effective for cognitive aspects, competent for CTS improvements, 80% creative, 84% competent for attitudes and 84% competent for skills (4) dissemination, where the PBL-based practicum guide was categorized as 92% practical, 76.9% effective for cognitive aspects, competent for CTS improvements, 70% creative, 84% competent for attitudes and 86% competent for skills.

scholarly journals The effects of teaching strategies, methods and techniques on creative thinking: A meta-analysis study

2020 ◽  
Vol 10 (1) ◽  
pp. 149-188
Author(s):  
Burcu GÜRKAN ◽  
Sevda DOLAPÇIOĞLU
Keyword(s):  
Teaching Strategies ◽  
Effect Size ◽  
Creative Thinking ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Thinking Skills ◽  
Meaningful Difference ◽  
Study Results ◽  
Methods And Techniques ◽  
Experimental Effect

This study aims to unify the effect size of experimental studies that were carried out to determine the effect of teaching strategies, methods and techniques on creative thinking skills, and to find out whether this effect size was of significant differences for certain variables. A meta-analysis of 19 studies investigating the effect of teaching strategies, methods and techniques published between 2005-2019 on students' creative thinking skills was conducted. The study results revealed that teaching possessed a moderate effect on students’ creative thinking skills varying considerably based on the grades the study group and the discipline dealt with in the study yet no meaningful difference in terms of the country it was carried at and no experimental effect for the applied teaching strategies, methods and techniques.

scholarly journals Addressing The Challenge of Building Research Capabilities in Business Management Undergraduate Students

2019 ◽  
Vol 17 (3) ◽  
Author(s):  
Martin Rich ◽  
Ann Brown ◽  
Aneesh Banerjee
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Business Students ◽  
Business Management ◽  
Problem Based Learning ◽  
Research Process ◽  
Thinking Skills ◽  
School Level ◽  
Subject Knowledge ◽  
Management Students

The research process is complex, involving many conceptually different steps that require a variety of skills. For instance, early on in the research process the task of identifying and articulating a suitable research problem often involves, amongst other skills, a high level of creativity and critical thinking, whereas later on in the process, application of a suitable research method would require deep knowledge of the state of art in that methodology. As the techniques used by researchers to iterate between current discipline theory, subject knowledge and research methodology gets increasingly specialized, it is also becoming more opaque to people outside the research community. Management students with little or no exposure to research find this puzzling because they are being encouraged to do something creative and original, and at the same time they are expected to build on existing knowledge using a set of conventions associated with the chosen methodology. Business students in their 1st year face many new situations. Most of them have little experience of what research is about or the various elements that are necessary for a successful project. The teaching at school level mostly focuses on imparting subject knowledge and instilling basic numeracy and literary skills. It does not prepare them so well for setting their own goals and working independently ‑ the core of research. Traditional teaching methods can help them acquire the relevant subject knowledge and basic research methods. But putting these together in a piece of practical research requires in depth understanding and creative thinking. Problem‑based learning (PBL) is a way to help UG students at the beginning of their research attempts to develop the mindset and skills needed. This paper makes the case for introducing Critical Thinking skills to Business Management students in their 1st year, using a problem‑based Learning (PBL) approach. It assesses what was involved in developing and delivering such a course. Both staff and students found the experience challenging, but the overall response was positive establishing that the approach taken was fundamentally effective.

Scaffolding Subject Matter Content With Pedagogy and Technologies in Problem-Based Learning With the Online TPACK Learning Trajectory

2018 ◽  
pp. 914-931 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
21St Century ◽  
Digital Image ◽  
Subject Matter ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Matter Content ◽  
Learning Trajectory ◽  
Subject Matter Content ◽  
Content Pedagogy

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

scholarly journals Meta-Analysis of The Effect of Problem Based Learning Model on Understanding Physics Concepts of High School Students

2021 ◽  
Vol 9 (1) ◽  
pp. 26
Author(s):  
Tomi Putra Wijaya ◽  
Anisa Triwijaya ◽  
Frennadito Menix ◽  
Desnita Desnita
Keyword(s):  
High School ◽  
High School Students ◽  
Effect Size ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Research Articles ◽  
School Students ◽  
Physics Learning ◽  
High Category ◽  
Pbl Model

 The purpose of this research was to determine the effect of problem based learning on the understanding of high school students' concepts. The meta-analysis, which was conducted by summarizing several research articles on the effect of problem based learning on physics learning, was also carried out on students' understanding of concepts in physics learning obtained from articles published between 2015 and 2020. In particular, this research obtained an effect size (ES) =1.005 (high category). The research was conducted by grouping 20 articles into two categories, namely based on the material unit, and based on the approach used. Based on the material unit, there are 15 articles that were analyzed by effect size (ES) and obtained an effect of 0.82 with a high category with a percentage of 54.5%. The material with the greatest influence is temperature and heat with ES = 1.78, while the grouping based on the approach used there are 5 articles that were analyzed with the results of the effect size (ES) analysis of 1.19 with a high category with a percentage of 60%. The approach that has the most influence on PBL is HOTS with ES= 3.02. From the results of this study, it can be seen that the PBL model has a significant effect on physics learning. The hope of this research is that it can be a reference in reviewing the application of PBL in learning in Indonesia.

scholarly journals META-ANALISIS COOPERATIVE LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA PEMBELAJARAN IPA/ FISIKA SISWA

2018 ◽  
Vol 3 (1) ◽  
pp. 27-33
Author(s):  
Syafrial Syafrial
Keyword(s):  
Cooperative Learning ◽  
Effect Size ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Level ◽  
Journal Articles ◽  
Average Effect ◽  
High School Level ◽  
Basic Learning

This meta-analysis aims to summarize the results of research on the effect of cooperative learning to improve students' critical thinking skills so that it can be seen: the average effect size (ES), the type of CL which has the largest and consistent effect size (ES) critical students. The research method used is descriptive with the form of survey research. The number of research results summarized is 19 journal articles. The results of the data analysis resulted in an ES of 0.71. (contributing 26, 32%). The type of cooperative learning that produces the greatest and most consistent influence is the Basic Learning Type Problem (ES = 1.08, contributing 17.97%). At the level of education CL the contribution is large at the high school level, namely (ES = 0.79, contributing 35.33%).

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