Pembelajaran Berbasis Masalah Biologi Pada Aspek Kognitif: Sebuah Meta-Analisis

Abstract

Model pembelajaran problem-based learning (PBL) memiliki peranan dalam meningkatkan kualitas peserta didik. Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran PBL dalam pembelajaran Biologi terhadap aspek kognitif atau hasil belajar siswa. Penelitian ini menggunakan metode meta analisis dengan sampel sebanyak 15 jurnal nasional. Berdasarkan hasil analisis ternyata model pembelajaran PBL mampu meningkatkan hasil belajar biologi mulai dari terendah 15,03 % hingga tertinggi 61,76% dengan rata-rata 29,34%. Dengan memperoleh size efek yang kuat yaitu sebesar 0,97. Peningkatan yang paling signifikan pada penelitian model PBL yaitu sebesar 28,13 pada pembelajaran model PBL dengan didampingi dengan LKS dan dengan menerapkan pembelajaran berbasis pemecahan masalah pada materi tertentu. Hal tersebut meunjukkan bahwa penerapan model pembelajaran PBL dapat meningkatkan hasil belajar dalam pembelajaran biologi.Kata kunci: Meta-analisis, problem based learning, biologi ABSTRACT Keywords: Meta-analysis, problem based learning, biology Problem-based learning of biology on cognitive aspects: a meta-analysis. The problem-based learning (PBL) model has a role in improving students' quality. This study aimed to analyze the PBL model of learning in Biology learning on cognitive aspects or student learning outcomes. This study using a meta-analysis method with a sample of 15 national journals. Based on the analysis of results, it turns out that the PBL learning model can improve biology learning outcomes from the lowest 15.03% to the highest 61.76% with an average of 29.34%. By obtaining a substantial effect size, which is equal to 0.97. The most significant improvement in PBL research model is 28.13 on PBL learning model accompanied by worksheets and by applying problem-based learning to specific material. This shows that the application of the PBL learning model can improve learning outcomes in biology learning.

Meta-Analisis Pengaruh Model Pembelajaran Project Based Learning Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPA Sekolah Dasar

“…Penelitian meta-analisis menggunakan dimensi besaran pengaruh atau effect size hasil penelitian-penelitian yang telah digabungkan untuk kemudian dihimpun dan dianalisis. Meta-analisis dilakukan dengan pencarian dan pengumpulan datanya dengan cara menelusuri e-journal menggunakan google cendekia (Astuti et al, 2019). Kata kunci dalam penelusuran adalah "Project Based Learning dan "Hasil belajar" dilakukan pencarian artikel ilmiah sejumlah 10 pada jurnal-jurnal ilmiah bereputasi dan ter indeks nasional yang akan dilakukan analisis mulai data sebelum menggunakan model Project Based Learning dan setelah menggunakan model Project Based Learning terhadap hasil belajar dalam bentuk skor.…”

Effect of problem-based learning model on biodiversity problem-solving skills

“…The PBL model and conventional learning model have strengths for biodiversity content learning (Muhlisin, et al, 2020;Astuti, Nurhayati, Ristanto, & Rusdi, 2019). The PBL model provides a portion for the development of complex problem-solving skills.…”

“…Teachers in the PBL model act as a facilitator who is responsible in planning activities and supporting the learning process. Express that in problem-based learning, teachers are facilitators and help students in remembering theoretical knowledge that is relevant to problems encountered and lead students to identify their misunderstanding (Muhlisin, et al, 2020;Astuti, Nurhayati, Ristanto, & Rusdi, 2019). Teachers must follow the learning activity according to the PBL syntax to achieve an effective learning process.…”

“…Students could use facts and problems provided in the characteristics of biodiversity content to optimize their scientific process and works (Muhlisin, et al, 2020;Astuti, Nurhayati, Ristanto, & Rusdi, 2019). In the biodiversity concepts, students could study various organisms and their relationship with the environment.…”

Project and problem based learning on students' critical thinking skills at cell material

“…Project-based learning is innovative learning that emphasizes complex activities to solve problems based on inquiry activities. This is by the learning objectives at school that students can solve problems in daily life (Jagantara, Adnyana, & Widiyanti, 2014;Astuti, Nurhayati, Ristanto, & Rusdi, 2019). This learning model can make students more disciplined, involve students in problem-solving activities, provide opportunities for students to work autonomously in building their learning, and ultimately produce student work products that are valuable, and realistic (Munawaroh, Christijani, & Supriyanto, 2013).…”