The Effect of Problem-Based Learning (PBL) on Learning Outcomes: Meta-Analysis

Asmiyunda Asmiyunda; Hardeli Hardeli

doi:10.17509/pdgia.v21i2.65061

The Effect of Problem-Based Learning (PBL) on Learning Outcomes: Meta-Analysis

Asmiyunda Asmiyunda, Hardeli Hardeli

Abstract

This study aims to analyze the effect of problem-based learning on learning outcomes. The research method carried out was a meta-analysis with a sample of 12 articles from qualified international journals (Q1, Q2 & Q3) and 2 articles from national journals. The instruments used in this study are coding sheets and research data will be analyzed using effect size calculations. The calculation of the average effect size was 1.83 with high effect size criteria in the 12 articles analyzed. The results of this study show that problem-based learning has a positive influence on learning outcomes. By analyzing 12 scientific articles, the study showed that PBL is effective in improving learners' learning outcomes. In addition, PBL has also been shown to correct misconceptions, develop critical thinking skills, and improve problem-solving skills. The results of this study provide strong support for the effectiveness of PBL in the context of chemistry education and the development of higher-order thinking skills. The study also highlights the importance of PBL in the context of modern education. Based on this meta-analysis, it is concluded that learning with problem-based learning has an influence on learning outcomes so that it is effectively used in learning to improve student learning outcomes.

Keywords

Effect Size, Meta-Analysis, Problem-Based Learning

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DOI: https://doi.org/10.17509/pdgia.v21i2.65061