MODEL PEMBELAJARAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN FISIKA : STUDI META ANALISIS

INDRIA, OKTAVIA (2022) MODEL PEMBELAJARAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN FISIKA : STUDI META ANALISIS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui besar kontribusi terkait model pembelajaran Problem Based Learning (PBL) terhadap pemahaman konsep, kemampuan pemecahan masalah, kemampuan berpikir kritis, hasil belajar, kemampuan berpikir kreatif dan kemampuan metakognisi peserta didik dalam pembelajaran fisika, besar kontribusi berdasarkan jenjang pendidikan dan besar kontribusi berdasarkan kategori Effect Size. Penelitian ini menggunakan metode penelitian deskriptif kuantitatif. Dengan menggunakan teknik analisis data berupa Effect Size. Pengumpulan data diambil dari lima tahun terakhir, yang dilakukan di database Scopus, Google Scholar, ERIC (Education Resources Information Center). Hasil dari keseluruhan pembelajaran model Problem Based Learning (PBL) berdasarkan kategori Effect Size memiliki nilai rerata 0.75 yang termasuk kedalam kategori efek sedang. Effect Size berdasarkan jenjang pendidikan Sekolah Dasar (SD) yaitu 0.74 yang termasuk ke dalam kategori efek Sedang, Sekolah Menengah Pertama (SMP) yaitu 0.68 yang termasuk ke dalam kategori efek sedang, Sekolah Menengah Atas (SMA) yaitu 0.51 yang termasuk ke dalam kategori efek Sedang. Dan Effect Size berdasarkan variabel terikat yaitu kemampuan pemecahan masalah memiliki rerata 0.80 yang termasuk ke dalam kategori efek sedang, kemampuan metakognisi memiliki rerata 0.53 termasuk ke dalam kategori efek sedang, kemampuan berpikir kritis memiliki rerata 0.56 yaitu termasuk ke dalam kategori efek sedang, kemampuan berpikir kreatif memiliki rerata 0.37 termasuk ke dalam kategori efek rendah, pemahaman konsep memiliki rerata 0.56 yaitu kategori efek sedang, dan hasil belajar peserta didik memiliki rerata 0.66 yaitu termasuk ke dalam kategori efek sedang. Hal tersebut menunjukkan bahwa model pembelajaran PBL dalam pembelajaran fisika mampu meningkatkan pembelajaran peserta didik. Kata Kunci: Hasil Belajar, Kemampuan Berpikir Kreatif, Kemampuan Berpikir Kritis, Kemampuan Metakognisi, Kemampuan Pemecahan Masalah, Pemahaman Konsep, dan Problem Based Learning (PBL) iii ABSTRACT This study aims to determine the contribution of the Problem Based Learning (PBL) learning model to conceptual understanding, problem solving abilities, critical thinking skills, learning outcomes, creative thinking skills, and student metacognitive abilities in physics learning, the contribution based on education level and magnitude contribution based on Effect Size category. This research uses descriptive quantitative research methods. By using data analysis techniques in the form of Effect Size. The data collection was taken from the last five years, which was carried out in the Scopus database, Google Scholar, ERIC (Education Resources Information Center). The results of the overall Problem Based Learning (PBL) model based on the Effect Size category have an average value of 0.75 which is included in the medium effect category. Effect Size based on elementary school education level (SD) is 0.74 which is included in the Medium effect category, Junior High School (SMP) is 0.68 which is included in the medium effect category, Senior High School (SMA) is 0.51 which is included in the effect category. Currently. And Effect Size based on the dependent variable, namely problem solving ability has an average of 0.80 which is included in the medium effect category, metacognition ability has an average of 0.53 is included in the medium effect category, critical thinking ability has an average of 0.56 which is included in the medium effect category, creative thinking ability having an average of 0.37 is included in the low effect category, concept understanding has an average of 0.56 which is the medium effect category, and student learning outcomes have an average of 0.66 which is included in the medium effect category. This shows that the PBL learning model in physics learning is able to improve student learning. Keywords: Learning Outcomes, Creative Thinking Ability, Critical Thinking Ability, Metacognition Ability, Problem Solving Ability, Concept Understanding, and Problem Based Learning (PBL)

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