Meta Analisis Pengaruh Problem Based Learning dan Virtual Laboratory Terhadap Hasil Belajar Siswa

Abstract

A meta-analysis was conducted to synthesize existing studies comparing the effects of Problem Based Learning and virtual laboratory versus traditional instructional media on student learning outcomes. Sixty-three studies were placed in this meta-analysis, and the results showed that Problem Based Learning and virtual laboratory learning media were more effective than instructional methods. The results of this study indicate that Problem Based Learning and virtual laboratory learning media clearly have a more positive effect on student learning than instructional methods.
 
 Keywords : Virtual Laboratory, Students Achievement, Problem Based Learning

Using Problem-Based Learning to Enhance Mathematical Abilities of Primary School Students: A Systematic Review and Meta-Analysis

“…In their study, Kadir et al (2013) showed a similar result that the effect size of PBL implementation in enhancing students' problem-solving abilities in mathematics and science learning was 1,079, which is classified as a high effect size of the sixteen primary studies analyzed. Other empirical evidence (Puyada & Putra, 2018) in their meta-analysis study on twenty primary studies showed that PBL implementation positively affected student learning outcomes. Likewise, (Gijbels et al, 2005), in their meta-analysis study, showed that PBL implementation was significantly effective in increasing knowledge and skills of the 25 primary studies analyzed.…”

“…Analysis of publication bias and sensitivity is critical in ensuring statistical data validity in the meta-analysis process (Furuya-Kanamori & Doi, 2020;Tamur, Juandi, & Kusumah, 2020;Tamur, Mandur, & Pareira, 2021;Juandi et al, 2021). However, several meta-analysis studies do not apply publication bias and sensitivity (Batdi, 2014b(Batdi, , 2014aDochy et al, 2003;Gijbels et al, 2005;Kadir et al, 2013;Puyada & Putra, 2018). As a result, the resulting combined effect size tends to be over-interpreted and does not reflect the true effect (Tamur, Jehadus, Nendi, Mandur, & Murni, 2020).…”

“…Investigating study characteristics such as sample and publication characteristics is indispensable in analyzing heterogeneity of effect size data. However, several meta-analysis studies do not investigate sample characteristics (Puyada & Putra, 2018). Likewise, several meta-analysis studies do not investigate publication characteristics (Batdi, 2014b;Dochy et al, 2003;Gijbels et al, 2005;Kadir et al, 2013).…”

Teknologi Pendidikan di Amerika Serikat: Tinjauan Integrasi, Sumber Daya, dan Efektivitasnya

“…Meta-analisis sebelumnya, bagaimanapun, melaporkan tidak ada perbedaan yang signifikan pada hasil untuk siswa antara dua mode instruksi (Rahman, 2018). Meta-analisis yang lebih baru menemukan efek moderat untuk prestasi siswa dan kepuasan siswa dalam mendukung pembelajaran online (Puyada & Putra, 2018). Sebuah metaanalisis yang dilakukan oleh USDOE menemukan bahwa "siswa yang mengambil semua atau sebagian dari kelas mereka secara online tampil lebih baik, rata-rata, daripada mereka yang mengambil kursus yang sama melalui instruksi tatap muka tradisional" (Barokati & Annas, 2013); namun, lebih lanjut dalam penyelidikan studi yang digunakan dalam meta-analisis melaporkan kekurangan dalam metodologi (Unger leider & Burns, 2003).…”

“…Namun, studi yang dilakukan pada strategi pembelajaran terkini yang digunakan untuk mengintegrasikan teknologi ke dalam kelas K-12 menunjukkan hasil yang beragam. Misalnya, meta-analisis yang dilakukan pada efek pembelajaran online menemukan efek moderat untuk prestasi siswa dan kepuasan siswa dalam mendukung pembelajaran online (Puyada & Putra, 2018). USDOE menemukan bahwa "siswa yang mengambil semua atau sebagian dari kelas mereka secara online berkinerja lebih baik, rata-rata, daripada mereka yang mengambil kursus yang sama melalui instruksi tatap muka tradisional" (Barokati & Annas, 2013).…”