Meta-Analisis Pengaruh Problem-Based Learning terhadap Kemampuan Berpikir Kritis dalam Konteks Pembelajaran Sekolah Dasar
DOI:
https://doi.org/10.32585/edudikara.v9i4.382Keywords:
Problem-Based Learning, Meta-analisis, Berpikir Kritis, Sekolah Dasar, Effect SizeAbstract
Pendidikan memegang peran krusial dalam kemajuan suatu bangsa. Tanpa pendidikan yang berkualitas, suatu bangsa akan kesulitan bersaing di era global. Kualitas pendidikan dapat diamati melalui proses pembelajaran, di mana penerapan model Problem-Based Learning (PBL) terbukti efektif meningkatkan kemampuan berpikir kritis peserta didik sekolah dasar. Penelitian meta-analisis ini menganalisis 5 artikel jurnal nasional melalui teknik dokumentasi dengan purposive sampling. Hasil analisis menunjukkan effect size (ES) bervariasi dari 0,4 (kategori sedang) hingga 1,8 (kategori tinggi), dengan rata-rata 0,98 yang tergolong besar. Temuan ini mengungkap bahwa: (1) PBL berpengaruh positif dan signifikan terhadap hasil belajar, (2) meningkatkan pemahaman materi, (3) memfasilitasi penerapan materi melalui eksperimen, dan (4) mengembangkan kemampuan berpikir kritis peserta didik. Implementasi PBL paling optimal ketika menggunakan masalah autentik, durasi intervensi cukup panjang, dan scaffolding terstruktur. Penelitian ini merekomendasikan pelatihan guru dalam merancang PBL, pengembangan modul pendukung, dan penelitian lanjutan dengan cakupan lebih luas.
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