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All Journal Science Education and Application Journal Reforma: Jurnal Pendidikan dan Pembelajaran
Lee, Jung Won
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Chemistry Computer Science & IT Education Energy Languange, Linguistic, Communication & Media Other

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The A Meta-Analysis of Project-Based Learning’s Effect on Mathematical Communication Skills Across Educational Levels and Group Sizes Hakim, Abdur Rahman; Hasanuddin; Firza Mufti Aulia; Lee, Jung Won
Reforma: Jurnal Pendidikan dan Pembelajaran Vol. 15 No. 2 (2025): Reforma: Jurnal Pendidikan dan Pembelajaran
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/reforma.v15i2.1250

Abstract

Mathematical Communication Skills (MCS) play a vital role in helping students structure their thinking and express mathematical ideas clearly and logically. Unfortunately, this skill remains relatively low due to limited interaction during instruction and the dominance of teacher-centered learning models. One innovative approach believed to address this issue is Project-Based Learning (PjBL), which positions students as active agents in the learning process. Numerous studies have indicated that PjBL can enhance MCS; however, it remains unclear which educational level and group size are most optimal for its implementation. This study aims to analyze the overall effect of PjBL on students’ MCS, as well as its impact across educational levels and sample sizes. A meta-analysis was conducted on eight published articles selected using PRISMA guidelines and analyzed using the Comprehensive Meta-Analysis (CMA) software. Effect sizes were calculated using Hedge’s g to measure the magnitude of the difference between the experimental and control groups. The results revealed that PjBL had a significant and moderately (0,785) effective impact on MCS, with students taught through PjBL demonstrating an average of 78.38% higher MCS compared to those in conventional learning environments. The highest effectiveness was found at the junior high school level, which aligns with Piaget’s view that students at this stage are in the concrete operational stage and are more responsive to activity-based and collaborative learning. Furthermore, PjBL was more effective when applied in smaller group sizes, as it allowed for more intensive interaction and support. However, the limited number and diversity of studies analyzed indicate a need for further research with broader coverage and more in-depth moderator analysis to obtain a more comprehensive understanding.
Enhancing Students' Scientific Reasoning Skills in Renewable Energy Through Problem-Based Learning and Integrated Worksheets Fatharani, Atika; Sanjaya, I Gusti Made; Rahayu, Yuni Sri; Lee, Jung Won
Science Education and Application Journal Vol. 8 No. 1 (2026): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v8i1.1122

Abstract

This study evaluates the pedagogical effectiveness of integrating Problem-Based Learning (PBL) with structured student worksheets to enhance scientific reasoning skills. The primary objective is to address the global demand for sustainability education by focusing on renewable energy topics for junior high school students. The research employs a developmental model to design and evaluate a dual-learning approach through field trials and pre-experimental assessments. Findings indicate that the synergy of PBL and structured worksheets significantly improves students' capacity to analyze scientific data, construct evidence-based arguments, and verify complex assumptions. Students demonstrated a heightened ability to apply scientific knowledge to real-world energy challenges, making the learning process more relevant and engaging. The novelty of this research lies in its dual-approach framework, which systematically scaffolds reasoning processes while aligning with educational goals for sustainable development. This study concludes that while this integration provides a robust practical framework for science education, its success depends heavily on comprehensive teacher preparation in inquiry-based methodologies.
Co-Authors FATHARANI, ATIKA Firza Mufti Aulia Hakim, Abdur Rahman I GUST MADE SANJAYA Noka, Isara Abda YUNI SRI RAHAYU