Evaluating the Impact of Problem Based Learning on Student's Metacognition in Science Learning: A Meta-Analysis Review

Authors

Dian Purnama Ilahi , Festiyed , Yerimadesi , Yulkifli , Lisa Utami , Arista Ratih

DOI:

10.29303/jppipa.v10i8.7892

Published:

2024-08-25

Issue:

Vol. 10 No. 8 (2024): August

Keywords:

Meta-analysis review, Problem based learning, Student's metacognition in science learning

Review

Downloads

How to Cite

Ilahi, D. P., Festiyed, Yerimadesi, Yulkifli, Utami, L., & Ratih, A. (2024). Evaluating the Impact of Problem Based Learning on Student’s Metacognition in Science Learning: A Meta-Analysis Review. Jurnal Penelitian Pendidikan IPA, 10(8), 526–535. https://doi.org/10.29303/jppipa.v10i8.7892

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to evaluate the impact of problem-based learning models on students' metacognition in science learning. This type of research is a meta-analysis using the PRISMA 2020 method. Articles from Scopus and Google Scholar databases were collected using Publish or Perish (PoP) software. From 8 articles that met the inclusion criteria, a total of 20 data were obtained to be processed in the meta-analysis. Data analysis was used with JASP software.The results of this metaanalysis research show that problem-based learning model provides moderate effectiveness on students' metacognition in science learning (r RE = 0.67; SE = 0.16; z = 4.24; p < 0.001). This shows that problem-based learning model can improve students' metacognition in science learning. Through PBL, students become more aware of their cognitive strategies and learn to organise them more effectively. Incorporating PBL into the science curriculum can significantly improve students' metacognition, leading to more independent and effective students. Therefore, widely adopting PBL in science education is recommended to achieve better learning outcomes

References

Albanese, M. A., & Mitchell, S (1993). Problem-based learning: A review of literature on its outcomes and implementatition issues. In Academic Medicine (Vol. 68, Issue 1, pp.52-81). Lippincott Williams & Wilkins. https://doi.org/10.1097/00001888-199301000-00012

Anjelina, Z., Usman, U., & Ramli, M. (2021). Students’ Metacognitive Ability Mathematical Problem-Solving through the Problem-based Learning Model. Jurnal Didaktik Matematika, 8(1), 32–44. https://doi.org/10.24815/jdm.v8i1.19960

Apra, T. S., Razak, A., Arsih, F., Sepriyani, E. M., & Hernaya, N. (2021). Meta-Analysis: Science Learning Based on Local Wisdom Against Preserving School Environments During the Covid-19 Pandemic. Journal of Biology Education, 10(2), 244–251. https://doi.org/10.15294/jbe.v10i2.48533

Ashnam, M., Sunaryo, S., & Delina, M. (2022). Development of Problem-Based Learning E-Modules on Renewable Energy Subjects for Distance Learning. Journal of Physics Conference Series, 2377(1), 12081. https://doi.org/10.1088/1742-6596/2377/1/012081

Asmi, S. O., Wonorahardjo, S., & Widarti, H. R. (2019). Model Problem Based Learning Berbantuan Blended Learning terhadap Kesadaran Metakognitif Mahasiswa pada Materi Spektroskopi Atom. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(6), 764. https://doi.org/10.17977/jptpp.v4i6.12506

Awaliah, N. Y., & Ikhsan, J. (2021). Effect of problem based learning on student’s metacognitive ability and science process skills. 7th International Conference on Research, 528(7), 195–200. https://doi.org/10.2991/assehr.k.210305.030

Aybirdi, N. (2023). The Impact of Flipped Learning on L2 Learners ’ Achievements : A Meta- Analysis. Shanlax International Journal of Education, 11(1), 41–60. https://doi.org/10.34293/education.v11is1-jan.5891

Barrows, H. S., & Tamblyn, R. (1981). Problem-based learning : an approach to medical education. The American Journal of Occupational Therapy, 35(8), 539. https://doi.org/10.5014/ajot.35.8.539b

Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122. https://doi.org/10.1007/s12528-013-9077-3

Borenstein, M., Hedges, L. V, Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta‐Analysis. John Wiley & Sons, Ltd https://doi.org/10.1002/9780470743386.fmatter

Chamdani, M., Yusuf, F., Salimi, M., & Fajari, L. (2022). Meta-Analysis Study: The Relationship Between Reflective Thinking And Learning Achievement. Journal on Efficiency and Responsibility in Education and Science, 15(3), 181–188. https://doi.org/10.7160/eriesj.2022.150305

Chen, Z., Zhang, Y., Bai, Q., Chen, B., Zhu, Y., & Xiong, Y. (2017). A PBL teaching model based on mobile devices to improve primary school students’ meta-cognitive awareness and learning achievement. Proceedings - 6th International Conference of Educational Innovation Through Technology, EITT 2017, 2018-March, 81–86. https://doi.org/10.1109/EITT.2017.27

Citation, S. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. In A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. https://doi.org/10.17226/13165

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education, 6th ed. Routledge/Taylor & Francis Group.

Craig, K., Hale, D. R., Grainger, C., & Stewart, M. E. (2020). Evaluating Metacognitive Self-Reports: Systematic Reviews of the Value of Self-Report in Metacognitive Research. Metacognition and Learning, 15(2), 155–213. https://doi.org/10.1007/s11409-020-09222-y

Dayan, P. (2023). Metacognitive Information Theory. Open Mind, 7, 392–411. https://doi.org/10.1162/opmi_a_00091

Dunlosky, J., & State, K. (2014). Metacognition. United State of America: SAGE Publication,Inc.

Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1005

Fitriyani, R., & Duran Corebima, A. (2015). Pengaruh Strategi Pembelajaran Problem Based Learning dan Inkuiri Terbimbing Terhadap Keterampilan Metakognitif, Berpikir Kritis, dan Hasil Belajar Kognitif Siswa SMA. Jurnal Pendidikan Sains, 3(4), 186–200. https://dx.doi.org/10.17977/jps.v3i4.8170

Flavell, J. H. (1976). Metacognitive aspects of problem solving. The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum.

Glass, G. V. (1976). Primary, Secondary, and Meta-Analysis of Research. Educational Researcher, 5(10), 3–8. https://doi.org/10.3102/0013189X005010003

Hasanah, I. U., Ulfa, M., Yamtinah, S., Masykuri, M., Mulyani, B., & Shidiq, A. S. (2023). Comparative Study on Student’s Critical Thinking Ability using POGIL, PBL, and TCL Models. Jurnal Penelitian Pendidikan IPA, 9(11), 10264–10272. https://doi.org/10.29303/jppipa.v9i11.4628

Hidayah, R., Fajaroh, F., Parlan, P., & Dasna, I. W. (2022). Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review. AL-ISHLAH: Jurnal Pendidikan, 14(4), 6991–7000. https://doi.org/10.35445/alishlah.v14i4.1172

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Huda, N., Subanji, S., Nusantara, T., Susiswo, Sutawidjaja, A., & Rahardjo, S. (2016). University Students Metacognitive Failures in Mathematical Proving Investigated Based on the Framework of Assimilation and Accommodation. Educational Research and Reviews, 11(12), 1119–1128. https://doi.org/10.5897/err2016.2721

Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go? Heliyon, 7(5), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953

Kaçar, T., Terzi, R., Arıkan, İ., & Kırıkçı, A. C. (2021). The Effect of Inquiry-Based Learning on Academic Success: A Meta-Analysis Study. International Journal of Education and Literacy Studies, 9(2), 15. https://doi.org/10.7575/aiac.ijels.v.9n.2p.15

Kamala, I., Idayanti, Z., & Ulfah, T. T. (2022). Peningkatan Partisispasi Peserta Didik dalam Belajar IPA Melalui Model Problem Based Learning. Jurnal Penelitian Pendidikan IPA, 8(4), 2362–2370. https://doi.org/10.29303/jppipa.v8i4.1850

Kuvac, M., & Koc, I. (2019). The effect of problem-based learning on the metacognitive awareness of pre-service science teachers. Educational Studies, 45(5), 646–666. https://doi.org/10.1080/03055698.2018.1509783

Li, S., & Wang, W. (2022). Effect of blended learning on student performance in K‐12 settings: A meta‐analysis. Journal of Computer Assisted Learning, 38. 1254-1272. https://doi.org/10.1111/jcal.12696

Loyens, S. M. M., Magda, J., & Rikers, R. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411–427. https://doi.org/10.1007/s10648-008-9082-7

Major, T. E., & Mulvihill, T. M. (2017). Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana. Interdisciplinary Journal of Problem-Based Learning, 12(1). https://doi.org/10.7771/1541-5015.1543

Mufhtih, G. P., Irwandi, D., & Bahriah, E. S. (2021). The Effect of Problem-based Learning with Reading Questioning Answering Strategy on Students’ Metacognitive Skills of Acid-Base Concept. Jurnal Pendidikan Sains (JPS), 9(2), 161–170. https://doi.org/10.26714/jps.9.2.2021.161-170

Nasrudin, H., & Azizah, U. (2020). Overcoming Student’s Misconception Through Implementation of Metacognitive Skills-Based Instructional Materials in Energetics. Jurnal Pendidikan IPA Indonesia, 9(1), 125–134. https://doi.org/10.15294/jpii.v9i1.21630

Nicholus, G., Muwonge, C. M., & Joseph, N. (2023). The Role of Problem-Based Learning Approach in Teaching and Learning Physics: A Systematic Literature Review. F1000Research, 12(August), 951. https://doi.org/10.12688/f1000research.136339.1

Nugraha, D., Ginanjar, H., & Rolina, R. (2018). Problem Solving Ability and Problem Based Learning. Journal of Innovative Mathematics Learning, 1(3), 239. https://doi.org/10.22460/jiml.v1i3.p239-243

Nurhidayah, N. (2022). Implementation of Constructivist-Metacognitive Learning Based on Character Education on Student’s Metacognitive Ability. Hipotenusa Journal of Mathematical Society, 4(1). 59-70. https://doi.org/10.18326/hipotenusa.v4i1.7243

Of, J. (2022). Neuroscience, Metacognition and Language Teaching. Era’s Journal of Medical Research, 9(2), 224–226. https://doi.org/10.24041/ejmr2022.35

Öztürk, B., Kaya, M., & Demir, M. (2022). Does inquiry-based learning model improve learning outcomes ? A second-order meta-analysis. Journal of Pedagogical Research, 6(4), 201–216. http://dx.doi.org/10.33902/JPR.202217481

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. The BMJ, 372. https://doi.org/10.1136/bmj.n71

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4

Perales, J. N., Valentín, L. D. L. F., & Pérez, F. C. (2023). Metacognitive Tutoring Systems (MTS). 1–13. https://doi.org/10.4018/978-1-6684-7366-5.ch044

Prince, M. J., & Felder, R. M. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, 95(2), 123–138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x

Rahmadhni, D. I., & Chatri, M. (2023). Analysis of Metacognitive Awareness, Learning Methods, and Learning Outcomes in Biology of Student. Jurnal Penelitian Pendidikan IPA, 9(5), 3923–3933. https://doi.org/10.29303/jppipa.v9i5.3533

Ramadhanti, D., & Yanda, D. P. (2021). Students’ Metacognitive Awareness and Its Impact on Writing Skill. International Journal of Language Education, 5(3), 193. https://doi.org/10.26858/ijole.v5i3.18978

Ramdoniati, N., & Muntari, M. (2018). Pengembangan bahan ajar kimia berbasis problem based learning untuk meningkatkan keterampilan metakognisi. Jurnal Penelitian Pendidikan IPA, 5(1), 27–33. https://doi.org/10.29303/jppipa.v5i1.148

Retnawati, H., Apino, E., Djidu, H., Kartianom, K., & Anazifa, R. (2018). Pengantar Analisis Meta. Yogyakarta: Parama Publishing.

Safitri, M., & Kuntjoro, S. (2018, July). Metacognitive strategies to train creative thinking skills in creating media for learning. In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018) (pp. 231-233). Atlantis Press. https://doi.org/10.2991/miseic-18.2018.56

Safitri, M., & Suryani, N. (2022). Analysis of Metacognitive Ability in Mathematics Problem Solving of SMA Students at Ngemplak Boyolali. Journal of Mathematics and Mathematics Education, 12(2). 72-82. https://doi.org/10.20961/jmme.v12i2.64432

Santosa, T. A., Ilahi, D. P., Utami, L., Festiyed, F., Desnita, D., Asrizal, A., Diliarosta, S., Yerimadesi, Y., & Arsih, F. (2023). Effectiveness of the Flipped Classroom Model on the Problem-Solving Abilities of Science Education Students: A Meta-analysis Study. Jurnal Penelitian Pendidikan IPA, 9(SpecialIssue), 64–71. https://doi.org/10.29303/jppipa.v9ispecialissue.6318

Sartina, S., Jamilah, J., Suarga, S., & Damayanti, E. (2022). OIDDE Learning Models on Metacognitive Skills and Cognitive Learning Outcomes of Man 1 Bulukumba Students. Bioedusiana Jurnal Pendidikan Biologi, 7(1). 173-183. https://doi.org/10.37058/bioed.v7i1.3271

Schaeffner, S., Chevalier, N., Kubota, M., & Karbach, J. (2020). Metacognitive Training. Cognitive training: An overview of features and applications, 255-270. https://doi.org/10.1007/978-3-030-39292-5_18

Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45(8), 792–806. https://doi.org/10.1111/j.1365-2923.2011.04035.x

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8

Schraw, G., & Dennison, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033

Setiawan, F. A., Arisanty, D., Hastuti, K. P., & Rahman, A. M. (2020). The Effect of Metacognitive Ability on Learning Outcomes of Geography Education Students. Indonesian Journal on Learning and Advanced Education (Ijolae), 2(2), 82–90. https://doi.org/10.23917/ijolae.v2i2.9257

Shamdas, G. (2023). Awareness Learning Metacognitive And Critical Thinking Skill Senior High School Students Through Problem-Based Learning Combined With STEM. Journal of Namibian Studies: History Politics, 34, 5087–5107. https://doi.org/10.59670/jns.v34i.2383

Shamdas, G. (2024). The Influence of the Problem-Based Learning Model on Metacognitive Knowledge and Science Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 10(3), 1383–1395. https://doi.org/10.29303/jppipa.v10i3.5444

Siagian, M. V, Saragih, S., & Sinaga, B. (2019). Development of Learning Materials Oriented on Problem-Based Learning Model to Improve Students’ Mathematical Problem Solving Ability and Metacognition Ability. International Electronic Journal of Mathematics Education, 14(2). 331-340. https://doi.org/10.29333/iejme/5717

Silistraru, N., & Vetrila, S. (2023). Metacognition as a component of intelligent behavior. Vector European, 124–128. https://doi.org/10.52507/2345-1106.2022-2.25

Sungur, S., & Tekkaya, C. (2010). Effects of problem-based learning and traditional instruction on self-regulated learning. The journal of educational research, 99(5), 307-320. https://doi.org/10.3200/JOER.99.5.307-320

Suryono, W., Haryanto, B. B., Santosa, T. A., Rahman, A., Suharyat, Y., & Sappaile, B. I. (2023). The Effect of the Blended Learning Model on Student Critical Thinking Skill: Meta-analysis. Edumaspul: Jurnal Pendidikan, 7(1), 1386–1397. https://doi.org/10.33487/edumaspul.v7i1.6087

Templer, V. (2022). Metacognition. Cambridge University Press. https://doi.org/10.1017/9781108955836.013

Teng, M. F. (2023). Cognitive Individual Differences in Second Language Acquisition. In Theories, Assessment and Pedagogy (pp. 175–200). De Gruyter Mouton. https://doi.org/doi:10.1515/9781614514749-009

Tosun, C., & Senocak, E. (2013). The effects of problem-based learning on metacognitive awareness and attitudes toward chemistry of prospective teachers with different academic backgrounds. Australian Journal of Teacher Education, 38(3). 61-73. https://doi.org/10.3316/INFORMIT.705696337067674

Utami, D. D., Setyosari, P., Kamdi, W., Ulfa, S., & Kuswandi, D. (2020). The Effect of Smart-Pbl Learning Strategy and Academic-Self Learning Chemistry. Periódico Tchê Química, 17(35), 960–976. https://doi.org/10.52571/PTQ.v17.n35.2020.79

Wood, D. (2003). ABC of Learning and Teaching in Medicine: Problem Based Learning. BMJ, 326(7384), 328–330. https://doi.org/10.1136/bmj.326.7384.328

Yanto, F., Festiyed, F., & Enjoni, E. (2021). Problem Based Learning Model for Increasing Problem Solving Skills in Physics Learning. Jipf (Jurnal Ilmu Pendidikan Fisika), 6(1), 53. https://doi.org/10.26737/jipf.v6i1.1870

Yuan, K., Aftoni, A., & Çobanoğlu, Ö. (2020b). The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era. Jurnal Pendidikan Teknologi Dan Kejuruan, 26(2), 183–188. https://doi.org/10.21831/jptk.v26i2.32783

Yusnaeni, A., & Corebima, A. D. (2017). Empowering Students’ Metacognitive Skills on SSCS Learning Model Integrated With Metacognitive Strategy. The International Journal of Social Sciences and Humanities Invention, 455). 3476-3481. https://doi.org/10.18535/ijsshi/v4i5.03

Zahra, H., & Samsi, Y. S. (2022). Unpacking the Implementation of Problem Based Learning in Teaching Writing Procedure Text Toward Secondary Students. Journal of English Language Learning, 6(2), 169–175. https://doi.org/10.31949/jell.v6i2.3635

Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: current and future directions. Studies in Science Education, 49(2), 121–169. https://doi.org/10.1080/03057267.2013.847261

Zulfiani, Rosydatun, E. S., Hasiani, S., Rohmatulloh, G., & Zuqistya, N. (2018). Comparing Metacognitive Skill between Problem-based Learning Combine Question Student Have and Problem-based Learning Combine Learning Journal. Proceedings of the 1st International Conference on Recent Innovations, 2892–2899. https://doi.org/10.5220/0009915028922899

Author Biographies

Dian Purnama Ilahi, Universitas Negeri Padang

Festiyed, Universitas Negeri Padang

Yerimadesi, Universitas Negeri Padang

Yulkifli, Universitas Negeri Padang

Lisa Utami, Sultan Syarif Kasim Riau University

Arista Ratih, Merangin University

License

Copyright (c) 2024 Dian Purnama Ilahi, Festiyed, Yerimadesi, Yulkifli, Lisa Utami, Arista Ratih

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).