EMPOWERING STUDENTS’ SKILLS AND MOTIVATION THROUGH PROJECT-BASED LEARNING: A META-ANALYSIS

Rezkilaturahmi Rezkilaturahmi, Heri Retnawati, Risky Setiawan

Abstract


Project-Based Learning represents a transformative approach to education that aligns with the demands of the 21st century. By fostering critical thinking, collaboration, communication, and creativity, PBL equips students with the essential skills needed for success in an increasingly complex world. This meta-analysis examines the effectiveness of Project Based Learning (PBL) in enhancing student skills and motivation. By reviewing and synthesizing findings from multiple studies indexed in Scopus and accredited by Sinta over the past decade, this study provides a comprehensive evaluation of PBL’s impact on educational outcomes. The meta-analysis includes 13 journal articles and 18 studies, assessing the effect sizes of PBL on various educational variables such as critical thinking, problem-solving, collaboration, and motivation. The results indicate a strong overall impact of PBL, demonstrating its significant positive influence on learning outcomes. Additionally, the findings suggest minimal publication bias, as evidenced by a relatively symmetrical funnel plot. Despite the observed heterogeneity due to variations in study settings, participant demographics, and PBL implementations, the overall effect remains substantial. This study underscores the importance of integrating PBL into educational curricula to foster essential 21st-century skills, enhance student engagement, and reduce achievement gaps among diverse student populations. Therefore, future research should focus on standardizing methodologies and exploring the sources of heterogeneity to further strengthen the generalizability of the findings.

 


Keywords


learning motivation; meta-analysis; project-based learning; skills

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DOI: https://doi.org/10.17509/ije.v18i2.71069

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