Problem-Based Learning: Its Effect on Students’ Critical Thinking Abilities in Mathematics and Sciences Learning: A Meta-Analysis

Nanda Syah Putra, Suparman

Abstract

Several meta-analysis studies related to the implementation of problem-based learning (PBL) to cultivate students’ critical thinking abilities (CTA) have been carried out widely by some researchers. However, they do not focus on the PBL implementation for students’ mathematical and sciential critical thinking abilities. Therefore, this study aims to summarize and estimate the PBL effect on the CTA of students in sciences and mathematics learning. Meta-analysis was employed to carry out this study by selecting the random effect model. The CMA was applied to analyze all data. The synthesis of forty primary studies published in 2015 – 2020 and indexed by Sinta, Google Scholar, Scopus, and Web of Science showed that the size of the PBL effect on the CTA of students in mathematics learning was g = 0.769 and it was classified as a moderate effect. Meanwhile, the size of the PBL effect on the CTA of students in sciences learning was g = 1.122 and it was classified as a strong effect. Moreover, PBL affected students’ CTA in mathematics learning significantly. Also, it significantly affected students’ CTA in science learning. These findings interpret that the PBL implementation in sciences and mathematics learning is effective to enhance CTA of students. Therefore, mathematics and sciences teachers should select it as one of the alternative mathematics and sciences learnings to cultivate their students’ CTA.

Keywords: critical thinking abilities, mathematics learning, meta-analysis, problem-based learning, science learning.


Full Text:

PDF


References


CHAFFEE J. Thinking critically, 12th ed. USA: Cengage Learning, 2017.

SANDERS S. Critical and creative thinkers in mathematics classrooms. Journal of Student Engagement: Education Matter, 2016, 6(1): 19–27.

SANABRIA J. C., & ARAMBURO-LIZARRAGA J. Enhancing 21st century skills with AR: Using the gradual immersion method to develop collaborative creativity. Eurasia Journal of Mathematics, Science and Technology Education, 2017, 13(2): 487–501. https://doi.org/10.12973/eurasia.2017.00627a

SILBER-VAROD V., ESHET-ALKALAI Y., & GERI N. Tracing research trends of 21st – century learning skills. British Journal of Educational Technology, 2019, 50(6): 1–20. https://doi.org/10.1111/bjet.12753

SAVERY J. R. Overview of PBL: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 2006, 1(1): 9–20. https://doi.org/https://doi.org/10.7771/1541-5015.1002

SUPARMAN, JUANDI D., & TAMUR M. Review of problem-based learning trends in 2010 – 2020: A meta-analysis study of the effect of problem-based learning in enhancing mathematical problem-solving skills of Indonesian students. Journal of Physics: Conference Series, 2021, 1722(012103): 1–9. https://doi.org/10.1088/1742-6596/1722/1/012103

SUPARMAN, YOHANNES, & ARIFIN N. Enhancing mathematical problem-solving skills of Indonesian junior high school students through problem-based learning: a systematic review and meta-analysis. Al-Jabar J. Pendidik. Mat., 2021, 12(1): 1-16.

SUPARMAN S., JUANDI D., & HERMAN T. Achievement emotions of female students in mathematical problem-solving situations. J. Phys. Conf. Ser., 2021, 1806(1): 1–7. doi: 10.1088/1742-6596/1806/1/012106.

SUPARMAN, JUANDI D., & TAMUR M. Problem-based learning for mathematical critical thinking skills: A meta-analysis. J. Hunan Univ. (Natural Sci., 2021, 48(2): 133–144.

SUPARMAN, JUANDI D., & TAMUR M. Does problem-based learning enhance students' higher-order thinking skills in mathematics learning? A systematic review and meta-analysis. The 4th International Conference on Big Data and Education, 2021, 44–51. https://doi.org/10.1145/3451400.3451408

SUPARMAN, TAMUR M., YUNITA, WIJAYA T. T., & SYAHARUDDIN. Using problem-based learning to enhance mathematical abilities of primary school students : A systematic review and meta-analysis. JTAM (Jurnal Teor. dan Apl. Mat., 2021, 5(1): 144–161. https://doi.org/10.31764/jtam.v5i1.3806

YEW E. H. J., & GOH K. Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2016, 2(2): 75-79. https://doi.org/10.1016/j.hpe.2016.01.004

DU X., EMMERSEN J., TOFT E., et al. PBL and critical thinking disposition in Chinese medical students – A randomized cross-sectional study. Journal of Problem-Based Learning in Higher Education, 2013, 1(1): 72 – 83. https://doi.org/10.5278/ojs.jpblhe.v1i1.275

NARGUNDKAR S., SAMADDAR S., & MUKHOPADHYAY S. A guided problem-based learning (PBL) approach: Impact on critical thinking. Decision Sciences Journal of Innovative Education, 2014, 12(2): 91–108. https://doi.org/10.1111/dsji.12030

NEBER H., & NEUHAUS B. J. Creativity and problem-based learning (PBL): A neglected relation. In Creativity, talent, and excellence. Singapore: Springer, 2013, 43–56.

YOLANDA F. The effect of problem-based learning on mathematical critical thinking skills of junior high school students. Journal of Physics: Conference Series, 2019, 1397(012082): 1–8. https://doi.org/10.1088/1742-6596/1397/1/012082

SAMURA A. O., JUANDI D., & DARHIM. Improving mathematical critical thinking skills through problem-based learning. Journal of Physics: Conference Series, 2020, 1521(032102): 1–6. https://doi.org/10.1088/1742-6596/1521/3/032102

RAMADHANI, BINA N. S., SIHOTANG S. F., et al. Students’ critical thinking abilities through flip-problem-based learning model based on LMS-google classroom. Journal of Physics: Conference Series, 2020, 1657(012025): 1–8. https://doi.org/10.1088/1742-6596/1657/1/012025

ARVIANA R., IRWAN, & DEWI M. P. Problem-based learning in mathematics education and its effect on students’ critical thinking. Adv. Sci. Lett., 2018, 24(1): 211–213. doi: 10.1166/asl.2018.11962.

DARHIM, PRABAWANTO S., & SUSILO B. E. The effect of problem-based learning and mathematical problem posing in improving students’ critical thinking skills. International Journal of Instruction, 2020, 13(4): 103–116. https://doi.org/10.29333/iji.2020.1347a

MUNDILARTO & ISMOYO H. Effect of problem-based learning on improvement physics achievement and critical thinking of senior high school student. J. Balt. Sci. Educ., 2017, 16(Desember): 761–779.

RAHMAN A., KHAERUDDIN, & RISTIANA E. Pengaruh model PBL terhadap kemampuan berpikir kritis dan pemahaman konsep IPA siswa kelas V SDN 30 Sumpangbita. Edumaspul J. Pendidik., 2020, 4(1): 29-41.

HERLINA M., SYAHFITRI J., & ILISTA I. Perbedaan kemampuan berpikir kritis dan hasil belajar kognitif dengan model pembelajaran problem based learning berbantuan media audio visual. Edubiotik J. Pendidikan, Biol. dan Terap., 2020, 5(1): 42-54. doi: 10.33503/ebio.v5i01.666

ARIFIN S., SETYOSARI P., SA’DIJAH C., et al. The effect of problem-based learning by cognitive style on critical thinking skills and students’ retention. Journal of Technology and Science Education, 2020, 10(2): 271–281. https://doi.org/https://doi.org/10.3926/jotse.790

SARI Y., SURYA E., & ASMIN. The increasing of students’ mathematics critical thinking ability through problem-based learning. 4th Annual International Seminar on Transformative Education and Educational Leadership, 2020, 384: 563–566. doi: 10.2991/aisteel-19.2019.126

ISLAHUDDIN, ILYAS M., BASIR F., & AMINI S. F. Peningkatan kemampuan berpikir kritis matematika siswa dan habits of mind (striving for accuracy) melalui pembelajaran berbasis masalah. Prox. J. Penelit. Mat. dan Pendidik. Mat., 2018, 1(2): 107–116.

APRIANI R., IRWANDI, & PARIYANTO. Kemampuan berpikir kritis siswa pada mata pelajaran biologi dengan menggunakan problem-based learning (PBL) dan project-based learning (PjBL) di SMAN 2 Bengkulu Tengah. Seminar Nasional Sains dan Entrepreneurship VI, 2019, 1–8.

SHELBY L. B., & VASKE J. J. Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 2008, 30(2): 96–110. https://doi.org/10.1080/01490400701881366

LITTELL J. H., CORCORAN J., & PILLAI V. Systematic review and meta-analysis. New York: Oxford University Press, 2008.

BORENSTEIN M., HEDGES L. V., HIGGINS J. P. T., et al. Introduction to meta-analysis. United Kingdom: John Willey and Son Ltd, 2009.

CUMMING G. Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. New York: Routledge Taylor & Francis Group, 2012.

CLEOPHAS T. J., & ZWINDERMAN A. H. Modern meta-analysis: Review and update of methodologies. Switzerland: Springer International Publishing, 2017.

COPPER H. M., PATALL E. A., & LINDSAY J. J. Research synthesis and meta-analysis. In The SAGE handbook of applied social research methods, L. BICKMAN and D. J. ROG, Eds. Thousand Oaks: Sage Publications Inc, 2013, 344–370.

HUNTER J. E., & SCHMIDT F. L. Methods of meta-analysis: Correcting error and bias in research findings, 2nd ed. Thousand Oaks: Sage Publications Inc, 2004.

LIBERATI A., ALTMAN D. G., TETZLAFF J., et al. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Journal of Clinical Epidemiology, 2009, 62(10): 1–34. https://doi.org/10.1016/j.jclinepi.2009.06.006

VEVEA J. L., ZELINSKY N. A. M., & ORWIN R. G. Evaluating coding decisions. In The handbook of research synthesis and meta-analysis. Thousand Oaks: Russel Sage Foundation, 2019.

MCHUGH M. L. Interrater reliability : the kappa statistic. Biochem. Medica, 2012, 22(3): 276–282.

LIPSEY M. W., & WILSON D. Applied social research methods series. Thousand Oaks: Sage Publications Inc, 2001.

COHEN L., MANION L., & MORRISON K. Research methods in education (8th edition). New York: Routledge, 2018.

ROTHSTEIN H. R., SUTTON A. J., & BORENSTEIN M. Publication bias in meta-analysis: Prevention, assessment, and adjustments. England: John Willey and Son Ltd, 2005.

BERNARD R. M., BOROKHOVSKI E., SCHMID R. F., et al. A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 2014, 26(1): 87–122. https://doi.org/10.1007/s12528-013-9077-3

HIGGINS J. P. T., THOMPSON S. G., DEEKS J. J., & ALTMAN D. G. Measuring inconsistency in meta-analysis. Br. Med. J., 2003, 327: 557–560. doi: 10.1007/s10844-006-2974-4.

MITERIANIFA M., TRISNAYANTI Y., KHOIRI A., et al. Meta-analysis: The effect of problem-based learning on students’ critical thinking skills. AIP Conference Proceedings, 2019, 2194: 1–7. https://doi.org/10.1063/1.5139796

HUNG W. Problem-based learning: Conception, practice, and future. In Authentic problem-solving and learning in the 21st century. Singapore: Springer, 2015, 75–92.

NEWMAN M. J. Problem-based learning: An introduction and overview of the key features of the approach. J. Vet. Med. Educ., 2005, 32(1): 12–20. doi: 10.3138/jvme.32.1.12

ALLEN D. E., DUCH B. J., & GROH S. E. The power of problem-based learning in teaching introductory science courses. New Dir. Teach. Learn., 1996, 1996(68): 43–52. doi: 10.1002/tl.37219966808

OJA K. J. Using problem-based learning in the clinical setting to improve nursing students’ critical thinking: An evidence review. J. Nurs. Educ., 2011, 50(3): 145–151. doi: 10.3928/01484834-20101230-10

TORP L., & SAGE S. Problems as possibilities: Problem-based learning for K–16 education, 2nd ed. Alexandria, Virginia USA: Association for Supervision and Curriculum Development, 2002.

HMELO-SILVER C. E. Problem-based learning: What and how do students learn? Educ. Psychol. Rev., 2004, 16(3): 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

DAGYAR M., & DEMIREL M. Effects of problem-based learning on academic achievement: A meta-analysis study. Educ. Sci., 2015, 40(181): 139–174. doi: 10.15390/EB.2015.4429


Refbacks

  • There are currently no refbacks.