Meta-analysis: The effect of problem-based learning on students’ critical thinking skills
Abstract
This meta-analysis aims to summarize the results of research on the effect of problem-based learning in improving students’ critical thinking on physics, chemistry and biology subjects. The influence of large size (ES) on average, the percentage of influence based on learning to the critical is greatest and the relationship between variables towards improving students’ critical thinking skills in science (physics, chemistry, and biology). The research method used is descriptive with the form of survey research. In the study, studies, which can be meta-analysed concerning predefined criteria, were examined and 98 studies fulfilling these criteria were identified. The results of the data analysis resulted in an effect size of 1.2 with an effect of 83.45%. From the relationship between the variables obtained, Based on Based Learning in enhancing the ability of politics Entrepreneurs who best apply it during physics lessons, with the effect size of 1.36 categories is very high and provides an influence of 90%. In the future, it is expected that the results of this study can be a reference to review the application of PBL to improve students’ critical thinking skills in science learning.
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Evidence Hub reads this as a meta-analysis, done in people. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid.
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