Project-Based Learning in Science Education: A Meta-Analysis Study
), Festiyed Festiyed(2), Asrizal Asrizal(3), Desnita Desnita(4)
| 
Country:
(1) Universitas Islam Negeri Imam Bonjol Universitas Negeri Padang, Indonesia
(2) Universitas Islam Negeri Imam Bonjol Universitas Negeri Padang, Indonesia
(3) Universitas Islam Negeri Imam Bonjol Universitas Negeri Padang, Indonesia
(4) Universitas Islam Negeri Imam Bonjol Universitas Negeri Padang, Indonesia
Corresponding Author
10.23960/jpmipa/v23i1.pp198-206
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2022 Nurhasnah Nurhasnah, Festiyed Festiyed, Asrizal Asrizal, Desnita Desnita
Project-based learning model is one model that is widely used in science learning. Based on this, the relevant literature was reviewed for the Identification of the Effects of Science-Based Learning Project (physics, chemistry, biology, and science) at all levels of education, starting from elementary, junior high, high school, and university levels. Procedures performed; (1) searching and collecting national and international articles through google scholar (2) determining articles according to the characteristics and research criteria, (3) classifying and categorizing articles according to research variables (4) analyzing the pretest and post-test data of articles. This study examines the findings of 25 articles conducted through a meta-analysis to be able to provide conclusions on the effect of project-based learning models in science learning. The magnitude of the influence of PBL in science learning is 1.67 with a high category according to Cohen. This means that the project-based learning model is effectively applied in science learning.
Keywords: project-based learning, meta-analysis, science education.
Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary school’s students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267.
Ahlam, E. S., & Gaber, H. (2014). Impact of problem-based learning on studentscritical thinking dispositions, knowledge acquisition and retention. Journal of Education and Practice, 5(14), 74–83.
Al Tabany, T. I. B. (2019). Desain pengembangan pembelajaran tematik.
Anggreni, L. D., Jampel, I. N., & Diputra, K. . (2020). Pengaruh Model Project Based Learning Berbantuan Penilaian Portofolio Terhadap Literasi Sains. [The Effect of Project Based Learning Model Assisted by Portfolio Assessment on Scientific Literacy]. Mimbar Ilmu, 25(1), 41. https://doi.org/10.23887/mi.v25i1.24475
Antika, R. N. (2017). Pengaruh model project based learning pada mata kuliah seminar terhadap keterampilan berpikir kreatif mahasiswa. [The effect of the project based learning model on the seminar course on students' creative thinking skills]. Jurnal Pendidikan Biologi Indonesia, 3, 72–79. Retrieved from http://ejournal.umm.ac.id/index.php/jpbi
Arena, P. (1996). The role of relevance in the acquisition of science process skills. Australian Science Teachers Journal, 42(4), 34–38.
Astuti, I. D., Toto, T., & Yulisma, L. (2019). Model project based learning (PjBL) terintegrasi STEM untuk meningkatkan penguasaan konsep dan aktivitas belajar siswa. [STEM-integrated project based learning (PjBL) model to improve students' mastery of concepts and learning activities]. Quagga: Jurnal Pendidikan Dan Biologi, 11(2), 93–98.
Bilgin, I., Karakuyu, Y., & Ay, Y. (2015). The effects of project based learning on undergraduate students’ achievement and self-efficacy beliefs towards science teaching. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 469–477. https://doi.org/10.12973/eurasia.2014.1015a
Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–80.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press. Dewi, B. M. M., Khoiri, N., & Kaltsum, U. (2017). Peningkatan Kemampuan Pemecahan Masalah Siswa Melalui Penerapan Model Project Based Learning. [Improving Students' Problem Solving Ability Through Application of Project Based Learning Model]. Jurnal Penelitian Pembelajaran Fisika, 8(1), 8–13. https://doi.org/10.26877/jp2f.v8i1.1331
Ergül, N. R., & Kargın, E. K. (2014). The Effect of Project based Learning on Students’ Science Success. Procedia - Social and Behavioral Sciences, 136, 537–541. https://doi.org/10.1016/j.sbspro.2014.05.371
Fatmala, S. A., Sujana, A., & Maulana, M. (2017). Pembelajaran Kontekstual Untuk Meningkatkan Literasi Sains Siswa Sd Kelas V Pada Materi Peristiwa Alam. [Contextual Learning to Improve Science Literacy for Fifth Grade Elementary School Students on Natural Events]. Jurnal Pena Ilmiah, 2(1), 211–220.
Fitariya, F. (2018). Meningkatkan Literasi Sains di SDN Sidokumpul dengan Metode Exsperimen. [Improving Science Literacy at SDN Sidokumpul with Experimental Methods]. PTK A3 PGSD FKIP Universitas Muhammadiyah Sidoarjo.
Furi, L. M. I., Handayani, S., & Maharani, S. (2018). Eksperimen model pembelajaran project based learning dan project based learning terintegrasi stem untuk mengingkatkan hasil belajar dan kreativitas siswa pada kompetensi dasar teknologi pengolahan susu. [Experimental model learning project based learning and project based learning integrated stem to improve student learning outcomes and creativity in the basic competencies of milk processing technology]. Jurnal Penelitian Pendidikan, 35(1), 49–60.
Lutfi, L., Azis, A. A., & Ismail, I. (2018). Pengaruh project based learning terintegrasi stem terhadap literasi sains, kreativitas dan hasil belajar peserta didik. [The effect of stem-integrated project-based learning on scientific literacy, creativity and student learning outcomes]. Seminar Nasional Biologi.
Murniyati, M., & Winarto, W. (2018). Perbedaan Penerapan Model Project Based Learning (PjBL) dan Problem Based Learning (PBL) Ditinjau dari Pencapaian Keterampilan Proses Siswa. [The Effectiveness of Project Based Learning Models in Volcanology Courses on Student Learning Outcomes]. PSEJ (Pancasakti Science Education Journal), 3(1), 25. https://doi.org/10.24905/psej.v3i1.914
Nusa, J. G. N. (2021). Efektivitas Model Project Based Learning Pada Mata Kuliah Vulkanologi Terhadap Hasil Belajar Mahasiswa. [The Effectiveness of Project Based Learning Models in Volcanology Courses on Student Learning Outcomes ] Jurnal Ilmiah Mandala https://doi.org/10.36312/jime.v7i2.2041 Education, 7(2), 210–214.
Pratama, H., & Prasyaningrum, I. (2016). Pengaruh Model Pembelajaran Project Based Learning Berbantuan Media Pembelajaran Pembangkit Listrik Tenaga I. [The Effectiveness of Project Based Learning Models in Volcanology Courses on Student Learning Outcomes] Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 6(2), 44–50. Retrieved from http://journal.unesa.ac.id/index.php/jpfa
Rahmasiwi, A., Santosa, S., & Sari, D. P. (2015). Improving student’s science proces skill in biology through the inquiry learning model in grade XI MIA 9 (ICT) SMA Negeri 1 Karanganyar Academic Year 2014/2015. Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning, 12(1), 428–433.
ramdhani, dkk. (2018). Pengaruh Project Based Learning Pada Matakuliah. 3.
Rauziani, R., Yusrizal, Y., & Nurmaliah, C. (2016). Implementasi Model Project Based Learning (Pjbl) Dalam Meningkatkan Hasil Belajar Dan Berpikir Kritis Siswa Pada Materi Fluida Statis Di SMA Inshafuddin. [Implementation Of The Project Based Learning (Pjbl) Model In Improving Student's Learning Outcomes And Critical Thinking On Static Fluid Materials In SMA Inshafuddin]. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 4(2), 39 44.
Samatowa, U. (2010). Pembelajaran IPA di sekolah dasar. [Science learning in elementary school]
Susilowaty, N. (2020). Pengaruh model pembelajaran Project based Learning terhadap peningkatan kemampuan self-regulated learning Mahasiswa Universitas Advent Indonesia. [The effect of the Project based Learning learning model on increasing the self-regulated learning ability of Indonesian Adventist University students.] Jurnal Padegogik, 3(1), 71–80. https://doi.org/10.35974/jpd.v3i1.2235
Uswatun Chasanah, A. R., Khoiri, N., & Nuroso, H. (2016). Efektivitas Model Project Based Learning terhadap Keterampilan Proses Sains dan Kemampuan Berpikir Kreatif Siswa pada Pokok Bahasan Kalor Kelas X SMAN 1 Wonosegoro Tahun Pelajaran 2014/2015. [The Effectiveness of the Project Based Learning Model on Science Process Skills and Students' Creative Thinking Ability in the Subject Matter of Heat Class X SMAN 1 Wonosegoro 2014/2015 Academic Year]. Jurnal Penelitian Pembelajaran https://doi.org/10.26877/jp2f.v7i1.1149 Fisika, 7(1), 19–24.
Wijanarko, A. G., Supardi, K. I., & Marwoto, P. (2017). Keefektifan Model Project Based Learning Terbimbing untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar IPA. [The Effectiveness of Guided Project Based Learning Models to Improve Science Process Skills and Science Learning Outcomes]. Journal of Primary Education, 6(2), 120–125. https://doi.org/10.15294/jpe.v6i2.17561
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.