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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Yulkifli
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Evaluating the Impact of Problem Based Learning on Student's Metacognition in Science Learning: A Meta-Analysis Review Dian Purnama Ilahi; Festiyed; Yerimadesi; Yulkifli; Lisa Utami; Arista Ratih
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.7892

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
Enhancing Students’ Learning Outcomes in Chemistry through Problem-Based Learning: A Systematic Literature Review Supporting Sustainable Development Goal 4 (Quality Education) Elva Laila; Festiyed; Yerimadesi; Yulkifli; Skunda Diliarosta
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.10145

Abstract

This study aims to systematically analyze the effectiveness of Problem-Based Learning (PBL) in enhancing students’ learning outcomes in chemistry education. This research employed a Systematic Literature Review (SLR) approach following PRISMA 2020 guidelines with strict inclusion criteria. A total of 30 empirical studies published between 2010 and 2025 were selected from Scopus- and SINTA-indexed journals. The findings indicate that PBL significantly improves students’ conceptual understanding, critical thinking, and problem-solving skills, particularly in topics such as reaction rates, chemical equilibrium, and acid–base chemistry. Furthermore, the integration of PBL with digital media and contextual approaches strengthens its effectiveness in supporting meaningful learning. However, challenges related to teacher readiness and the need for appropriate scaffolding remain critical issues. This study contributes to the achievement of Sustainable Development Goal 4 (Quality Education) by promoting effective student-centered learning strategies in chemistry education.
Co-Authors Arista Ratih Dian Purnama Ilahi Elva Laila Festiyed Lisa Utami Skunda Diliarosta Yerimadesi