Meta Analisis: Model Pembelajaran Problem Based Learning (PBL) terhadap Keterampilan Berpikir Kritis Siswa Sekolah Dasar

Abstract

Numerous investigations have been conducted on the Problem Based Learning (PBL) instructional approach with the aim of enhancing student’s critical thinking skills. However, only a limited quantity of research have scrutinized the specific outcomes of these endeavors. This study seeks to explore the influence of the PBL learning model on the enhancement of critical thinking skills, particularly among students of elementary school. Employing a meta-analysis approach, this research analyzes a sample comprising 12 journal articles, examining research reports available online via Google Scholar. The results of this meta-analysis show a significant positive impact of the Problem Based Learning model on improving critical thinking skills at the elementary schools. The observed impact ranged from 8% to 100%, averaging at 42%. These results are further supported by the effect size outcomes, indicating a value of 1.065, signifying a substantial effect. In essence, this suggests that the Problem Based Learning (PBL) instructional model significantly enhances the critical thinking abilities of elementary school students. Consequently, it can be inferred that the adoption of the Problem Based Learning learning model proves effective in augmenting critical thinking skills among elementary school students.