Dampak Model Problem-Based Learning (PBL) terhadap Self-Confidence: Studi Meta-Analisis
DOI:
https://doi.org/10.59435/jipnas.v2i2.458Keywords:
Self-Confidence, PBL, Meta-analysisAbstract
Penerapan model PBL memberikan pengalaman siswa untuk terlibat secara kontestual dengan permasalahan kehidupan sehari-hari mereka, sehingga pembelajaran lebih bermakna dan siswa tidak merasa berpikir secara abstrak. Model ini dinilai efektif terhadap self-confidence siswa. Namun, penelitian sebelumnya yang menyelidiki keefektifan model PBL terhadap self-confidence siswa menunjukkan hasil yang tidak konsisten. Oleh karena itu, studi meta-analisis ini dilakukan untuk menguji keefektifan model PBL terhadap self-confidence siswa dibandingkan dengan model pengajaran konvensional dengan pendekatan meta analisis. Studi ini menganalisis 20 ukuran efek dari 17 studi primer yang dipublikasikan pada tahun 2016 hingga 2024. Pengumpulan data menggunakan database Google Scholar, Education Resources Information Center (ERIC), Directory of Open Access (DOAJ), Springer publishing, AIP Proceedings, IOP Sciences, dan Elsevier. Hasil analisis dengan menggunakan model estimasi random-effect diperoleh ukuran efek gabungan sebesar (g = 0.52; p < 0.01). Nilai ini berada pada kategori efek sedang. Hasil ini memberikankesimpulan bahwa penggunaan model PBL memiliki pengaruh yang signifikan terhadap self-confidence siswa dibandingkan dengan pembelajaran konvensional. Penelitian ini memberikan kesimpulan yang lebih objektif mengenai keefektifan PBL terhadap self-confidence siswa, sehingga diharapkan dapat dijadikan sebagai landasan pengambilan keputusan yang tepat bagi pendidik dan pemangku kepentingan.
Downloads
References
Al-Hebaish, S. M. (2012). The correlation between general self-confidence and academic achievement in the oral presentation course. Theory & Practice in Language Studies, 2(1), 60-65. https://doi.org/10.4304/tpls.2.1.60-65
Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1994). Self-Efficacy. Encyclopedia of Human Behavior, 4, 71–81.
Basith, A., Syahputra, A., & Ichwanto, M. A. (2020). Academic self-efficacy as predictor of academic achievement. JPI (Jurnal Pendidikan Indonesia), 9(1), 163-170. https://doi.org/10.23887/jpi-undiksha.v9i1.24403
Benabou, R., & Tirole, J. (2002). Self-confidence and personal motivation. The Quarterly Journal of Economics, 117(3), 871- 915. https://doi.org/10.1162/003355302760193913
Borenstein, M. (2022). Comprehensive meta‐analysis software. Systematic Reviews in Health Research: Meta‐Analysis in Context, 535-548. https://doi.org/10.1002/9781119099369.ch27
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2021). Introduction to meta-analysis. John Wiley & Sons.
Çiftçi, Ş. K., & Yıldız, P. (2019). The Effect of Self-Confidence on Mathematics Achievement: The Meta-Analysis of Trends in International Mathematics and Science Study (TIMSS). International Journal of Instruction, 12(2), 683-694. https://doi.org/10.29333/iji.2019.12243a
Cleophas, T. J., & Zwinderman, A. H. (2017). Modern meta-analysis. Switzerland: Springer International Publishing
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge Taylor & Francis Group.
Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on excellence in college teaching, 25, 7-55.
Egorova, M. S., & Chertkova, Y. D. (2016). Sex differences in mathematical achievement: Grades, national test, and self-confidence. Psychology in Russia. State of the Art, 9(3), 4-23. https://doi.org/10.11621/pir.2016.0301
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary journal of problem-based learning, 7(2), 128-150. https://doi.org/10.7771/1541-5015.1339
Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The Role of Problem-Based Learning to Improve Students' Mathematical Problem-Solving Ability and Self Confidence. Journal on Mathematics Education, 9(2), 291-300. https://doi.org/10.22342/jme.9.2.5394.291-300
Higgins, S., & Katsipataki, M. (2015). Evidence from meta-analysis about parental involvement in education which supports their children’s learning. Journal of children's services, 10(3), 1-11. http://dx.doi.org/10.1108/JCS-02-2015-0009
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17(2), 63-84. http://dx.doi.org/10.1016/j.edurev.2015.11.002
Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2016). The relationship between self-efficacy and academic achievement: A 5-year panel analysis. The Asia-Pacific Education Researcher, 25(1), 89-98. https://doi.org/10.1007/s40299-015-0236-3
Jonassen, D. (2011). Supporting problem solving in PBL. Interdisciplinary Journal of Problem-based Learning, 5(2), 95-119. https://doi.org/10.7771/1541-5015.1256
Jonassen, D. H., & Hung, W. (2015). All problems are not equal: Implications for problem-based learning. Essential readings in problem-based learning, 2(2), 17-42. https://doi.org/10.7771/1541-5015.1080
Juandi, D., & Tamur, M. (2021). 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. In Journal of Physics: Conference Series, 1722(1), 012103. https://doi.org/10.1088/1742-6596/1722/1/012103
Karatas, I., & Baki, A. (2017). The effect of learning environments based on problem solving on students’ achievements of problem solving. International Electronic Journal of Elementary Education, 5(3), 249-268.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86. https://doi.org/10.1207/s15326985ep4102_1
Kong, L. N., Qin, B., Zhou, Y. Q., Mou, S. Y., & Gao, H. M. (2014). The effectiveness of problem-based learning on development of nursing students’ critical thinking: A systematic review and meta-analysis. International journal of nursing studies, 51(3), 458-469. https://doi.org/10.1016/j.ijnurstu.2013.06.009
Lubis, D. F., Mashudi, M., & Khosmas, K. (2019). Efektivitas model PBL dalam meningkatkan kepercayaan diri dan hasil belajar di SMA Negeri 4 Pontianak. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 8(10), 1-8.
Marra, R. M., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem-based learning works:Theoretical foundation. Journal on Excellence in College Teaching, 25(3&4), 221–238.
Muhtadi, A., Assagaf, G., & Hukom, J. (2022). Self-efficacy and students’ mathematics learning ability in Indonesia: A meta analysis study. International Journal of Instruction, 15(3), 1131-1146. https://doi.org/10.29333/iji.2022.15360a
Muhtadi, A., Pujiriyanto., Kaliky, S., K., Hukom, J., & Samal, D. (2022). A meta-analysis: Emotional intelligence and its effect on mathematics achievement. International Journal of Instruction, 15(4), 745-762. https://doi.org/10.29333/iji.2022.15440a
Musna, R. R., Juandi, D., & Jupri, A. (2021). A meta-analysis study of the effect of Problem-Based Learning model on students’ mathematical problem solving skills. In Journal of Physics: Conference Series, 1882(1), 012090).
Nugraha, T., & Suparman, S. (2021). Does Students’ Demography Cause Heterogeneity of Students’ Mathematical Critical Thinking Abilities through Problem-Based Learning? A Meta-Analysis. Journal of Hunan University Natural Sciences, 48(8), 47-55.
Nugraha, T., & Suparman, S. (2021). Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis. Al-Jabar: Jurnal Pendidikan Matematika, 12(2), 315-328. https://doi.org/10.24042/ajpm.v12i2.9645
Padmavathy, R. D., & Mareesh, K. (2013). Effectiveness of problem based learning in mathematics. International Multidisciplinary e-Journal, 2(1), 45-51.
Pajares, F. & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. Journal of Educational Psychology, 86(2), 193–203. https://doi.org/10.1037/0022-0663.86.2.193
Qomariyah, E. N. (2017). Pengaruh Problem Based Learning terhadap Kemampuan Berpikir Kritis IPS. Jurnal Pendidikan dan Pembelajaran (JPP), 23(2), 132-141.
Retnawati, H., Apino, E., Djidu, H., & Kartianom. (2018). Pengantar Analisis Meta. Yogyakarta: Paroma Publishing
Rezkillah, I. I., & Haryanto, H. (2020). Pengaruh model pembelajaran problem based learning terintegrasi high order thinking skill terhadap kemampuan berpikir kritis dan sikap percaya diri. Jurnal Pendidikan Sains Indonesia, 8(2), 257-268.
Sani, R. A. (2014). Pembelajaran saintifik untuk implementasi kurikulum 2013. Jakarta: Bumi Aksara
Schmidt, F. L., & Hunter, J. E. (2014). Methods of meta-analysis: Correcting error and bias in research findings. Sage publications.
Shelby, L. B., & Vaske, J. J. (2008). Understanding Meta-Analysis: A Review of the Methodological Literature. Leisure Sciences, 30(2), 96–110. doi:10.1080/01490400701881366. https://doi.org/10.1080/01490400701881366
Sihotang, L., Setiawan, D., & Saragi, D. (2017). The Effect of Learning Strategy and Self Confidence Toward Student’s Learning Outcomes in Elementary School. Journal of Research & Method in Education (IOSR-JRME), 7(4), 65-72.
Smith, K. J., Grundmann, O., & Li, R. M. (2018). The development and impact of active learning strategies on self-confidence in a newly designed first-year self-care pharmacy course–outcomes and experiences. Currents in Pharmacy Teaching and Learning, 10(4), 499-504. https://doi.org/10.1016/j.cptl.2017.12.008
Suparman, D. J., & Tamur, M. (2021). Problem-based learning for mathematical critical thinking skills: A meta-analysis. Journal of Hunan University Natural Sciences, 48(2), 133-144
Suparman, S., Yohannes, Y., & Arifin, N. (2021). Enhancing mathematical problem-solving skills of Indonesian junior high school students through problem-based learning: a systematic review and meta-analysis. Al-Jabar: Jurnal Pendidikan Matematika, 12(1), 1-16. https://doi.org/10.24042/ajpm.v12i1.8036
Susanti, N., Juandi, D., & Tamur, M. (2020). The effect of problem-based learning (PBL) model on mathematical communication skills of junior high school students–A meta-analysis study. JTAM (Jurnal Teori Dan Aplikasi Matematika), 4(2), 145-154. https://doi.org/10.31764/jtam.v4i2.2481
Tan, O. S. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.
Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing?. Educational Studies in Mathematics, 105(3), 487-517. https://doi.org/10.1007/s10649-020-10005-0
Yew, E. H., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health professions education, 2(2), 75-79. https://doi.org/10.1016/j.hpe.2016.01.004
Yunita, Y., Juandi, D., Tamur, M., Adem, A. M. G., & Pereira, J. (2020). A meta-analysis of the effects of problem-based learning on students’ creative thinking in mathematics. Beta: Jurnal Tadris Matematika, 13(2), 104–116. https://doi.org/10.20414/betajtm.v13i2.380
Downloads
Published
License
Copyright (c) 2024 Irfan, Randy, Ahmad Rais TM, Ade Mahniar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
