Systematic Literature Review on Learning Outcomes Based on PBL Effectiveness Assisted By LMS
Abstract
This study aims to analyze the effectiveness of Problem-Based Learning (PBL), Learning Management Systems (LMS), and the integration of the two on student learning outcomes through a systematic literature review. A total of 24 articles were analyzed, obtained from the Scopus and Google Scholar databases based on established inclusion criteria. The synthesis results indicate that PBL tends to have a positive impact on student learning outcomes, particularly in cognitive aspects such as critical thinking and problem-solving skills, although the reported levels of effectiveness vary. The use of LMS serves as a support system that facilitates more structured and interactive learning; however, it does not directly act as the primary factor determining learning success. The integration of PBL and LMS demonstrates potential in enhancing learning outcomes and supporting skills, but has not consistently proven superior compared to the separate implementation of PBL or learning technology. Furthermore, the variations in effectiveness reported in the literature are influenced by the interaction of various factors, including both internal factors such as self-regulation and student engagement, and external factors such as instructional design and technology implementation. This study contributes a comprehensive synthesis of the effectiveness of PBL, LMS, and their integration, and highlights the importance of understanding the conceptual differences between LMS and e-learning when interpreting research results.
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DOI: https://doi.org/10.17509/jpp.v26i2.100567
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