<![CDATA[Students' cognitive learning outcomes on the human reproductive system remain low, as the PBL problem-orientation stage often functions merely as content introduction rather than authentic problem triggers. This study aimed to describe students' cognitive learning improvement, examine group differences, and analyze the effectiveness of PBL-based E-Poster media on students' cognitive learning outcomes. A quasi-experimental nonequivalent control group design was used, involving 80 eleventh-grade students (two intact classes of 40) selected via intact group sampling from a population of 200 students in 5 classes at SMA Negeri 2 Singaraja. The experimental class received PBL assisted by E-Poster media, while the control class received PBL assisted by conventional PowerPoint. Cognitive outcomes were measured with a validated multiple-choice test and analyzed using N-Gain and ANCOVA with pretest as covariate. The experimental group achieved a higher mean N-Gain (0.77, high category) than the control group (0.65, moderate category). ANCOVA confirmed a significant difference between groups (F = 20.535, p = 0.0001), with a large effect size (Partial Eta Squared = 0.211). Within the context of this study, PBL-based E-Poster media proved more effective than conventional PPT in improving cognitive learning outcomes, suggesting its potential as an alternative medium for teaching abstract, complex biological content.]]>
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