Effectiveness of problem-based learning on science problem-solving skills: A meta-analysis
Keywords:
Problem-based learning, science, problem solving, meta-analysisAbstract
The research aimed to test the effectiveness of problem-based learning in improving science problem-solving skills through a meta-analysis of summary effect-size data. The sample in this study included 25 articles that discussed learners’ science problem-solving skills through problem-based learning (PBL) application at the primary, lower secondary, upper secondary, and university levels. The fields of study include integrated science, physics, chemistry, biology, and ICT. This study used the group contrast meta-analysis method. The research consisted of an effect size analysis of the experimental and control classes of articles. The analysis used JASP software to test heterogeneity, summary effect size, and publication bias. The results showed that the summary effect size using the random effect model was 1.33, with a lower limit interval of 0.58 and an upper limit interval of 2.08. This value is in the high category with Cohen's U₃ (%) 90,82%. Therefore, it can be concluded that problem-based learning is effective for improving science problem-solving skills. The overall moderator test shows that educational level (p > 0.05) and science discipline (p > 0.05) do not have significant differences. Thus, the level of education and scientific disciplines in the application of PBL does not affect problem-solving skills. Therefore, PBL can be applied at various levels of education and scientific disciplines. The novelty of this study is that there are significant differences between individual studies (p < 0.001), which indicates the possible influence of other factors or variables that occur during the implementation of PBL in the classroom.
Downloads
References
Abidin. (2014). The design of learning systems within the context of the 2013 curriculum. Refika Aditama.
Aidoo, B., Boateng, S. K., Kissi, P. S., & Ofori, I. (2016). Effect of problem-based learning on students’ achievement in chemistry. Journal of Education and Practice, 7(33), 103–108.
Akcay, B. (2009). Problem-based learning in science education. Journal of Turkish Science Education, 6(1), 26–36.
Akınoğlu, O., & Tandoğan, R. Ö. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude, and concept. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 1–81. https://doi.org/10.12973/ejmste/75375
Anazifa, R. D., & Djukri. (2017). Project-based learning and problem-based learning: Are they effective in improving students’ thinking skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100
Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2017). The effect of problem-based learning (PBL) instruction on students’ motivation and problem-solving skills in physics. EURASIA Journal of Mathematics, Science and Technology Education, 8223(3), 857–871. https://doi.org/10.12973/eurasia.2017.00647a
Asih, N. P. R. T., Asni, M. F., & Widana, I. W. (2022). Profile of a guru in the Society 5.0 era. Widyadari, 23(1), 85–93. https://doi.org/10.5281/zenodo.6390955
Bilgin, I., Sozbilir, M., & Senocak, E. (2009). The effects of problem-based learning instruction on university students’ performance of conceptual and quantitative problems in gas concepts. Eurasia Journal of Mathematics, Science and Technology Education, 5(2), 153–164. https://doi.org/10.12973/ejmste/75267
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons.
Cebrero, J.D. (2025). 21st century skills and science achievement among secondary school students: A systematic review. Journal of Turkish Science Education, 22(2), 248-268. http://doi.org/10.36681/tused.2025.013
Chileya, M. E., & Shumba, P. O. (2020). The impact of problem-based learning on learners’ academic achievement in chromatography and science learning activation. International Journal of Research and Innovation in Social Science (IJRISS), IV(IX), 778–785.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Çeliker, D. H., & Dere, S. (2022). The effects of problem-based learning supported by experiments in a science course: Students’ inquiry learning and reflective thinking skills. Journal of Science Learning, 5(1), 12–20. https://doi.org/10.17509/jsl.v5i1.32076
Damayanti, J., Sueb, & Rohman, F. (2021). Students’ problem-solving skills through problem-based learning module: Macrozoobenthos as bioindicator water quality module. AIP Conference Proceedings, 2330(1), 050003. https://doi.org/10.1063/5.0043584
Damayanti, M., & Jirana. (2022). The effect of problem-based learning on the problem-solving skills of biology students at the University of West Sulawesi. Bioma: Jurnal Biologi Makasar, 4(1), 53–58. https://doi.org/10.31605/bioma.v4i2.1825
Edens, K. M. (2000). Preparing problem solvers for the 21st century through problem-based learning. College Teaching, 48(2), 55–60. https://doi.org/10.1080/87567550009595813
Fauziah, M., Marmoah, S., Murwaningsih, T., & Saddhono, K. (2014). The effect of thinking actively in a social context and creative problem-solving learning models on divergent-thinking skills viewed from adversity quotient. European Journal of Educational Research, 9(2), https://doi.org/10.12973/eu-jer.9.2.537
Funa, A. A., & Prudente, M. S. (2021). Effectiveness of problem-based learning on secondary students’ achievement in science: A meta-analysis. International Journal of Instruction, 14(4), 69–84. https://doi.org/10.29333/iji.2021.1445a
Harbord, R. M., Harris, R., & Sterne, J. A. (2009). Updated test for small-study effects in meta-analyses. The Stata Journal, 9(2), 197–210. https://doi.org/10.1177/1536867X0900900202
Jandrić, G. H., Obadović, D. Ž., Stojanović, M., & Rančić, I. (2011). Impacts of the implementation of problem-based learning in teaching physics in primary schools. The New Educational Review, 25(3), 194-204. https://doi.org/10.15804/tner.11.25.3.16
Jayadi, A., Putri, D. H., & Johan, H. (2020). Identification of 21st-century skills development in the problem-solving skills of senior high school students in Bengkulu City in the subject of physics. Jurnal Kumparan Fisika, 3(1), 25–32. https://doi.org/10.33369/jkf.3.1.25-32
Juandi, D., & Tamur, M. (2020). Pengantar analisis meta. UPI Press.
Kasuga, W., Maro, W., & Pangani, I. (2022). Effect of problem-based learning on developing science process skills and learning achievement on the topic of safety in our environment. Journal of Turkish Science Education, 19(3), 872–886. https://doi.org/10.36681/tused.2022.154
Magaji, A. (2021). Promoting problem-solving skills among secondary science students through problem-based learning. International Journal of Instruction, 14(4), 549–566. https://doi.org/10.29333/iji.2021.14432a
Mullen, B., Muellerleile, & Bryant, B. (2001). Cumulative meta-analysis: A consideration of indicators of sufficiency and stability. Psychological Bulletin, 127(11), 1450–1462. https://doi.org/10.1177/01461672012711006
Mundilarto, & Ismoyo, H. (2017). Effect of problem-based learning on improvement of physics achievement and critical thinking of senior high school students. Journal of Baltic Science Education, 16(5), 761–779. https://doi.org/10.33225/jbse/17.16.761
Nantha, C., Pimdee, P., & Sitthiworachart, J. (2022). A quasi-experimental evaluation of classes using traditional methods, problem-based learning, and flipped learning to enhance Thai student-teacher problem-solving skills and academic achievement. International Journal of Emerging Technologies in Learning (iJET), 17(14), 119–138. https://doi.org/10.3991/ijet.v17i14.30903
Nurhidayati, A., Putro, S. C., & Widiyaningtyas, T. (2018). The impact of implementing a PBL model using flipbook-based e-modules compared to printed teaching materials on the programming learning outcomes of vocational school students.. Teknologi Dan Kejuruan, 41(2), 130–138. http://dx.doi.org/10.17977/um031v41i22018p130
Pelobillo, G. (2022). Assessment development in measuring students’ context-rich problem-solving ability in physics. International Journal of Instruction, 15(4), 855–870. https://doi.org/10.29333/iji.2022.15446a
Pitaloka, E. D., & Suyanto, S. (2019). The effectiveness of blended problem-based learning on problem-solving in ecology. Jurnal Pendidikan, 4(5), 640–647. http://dx.doi.org/10.17977/jptpp.v4i5.12430
Pitriah, Sutrio, & Taufik, M. (2018). The effect of a problem-based learning model supported by three-dimensional teaching aids on students’ physics learning outcomes in the 2017/2018 academic year. Jurnal Pendidikan Fisika Dan Teknologi, 4(2), https://doi.org/10.29303/jpft.v4i2.566
Retnawati, H., Apino, E., Kartianom, Djidu, H., & Anazifa, R. D. (2018). Introduction to meta-analysis. Parama Publishing.
Rosdiana. (2021). Studi meta-analisis penggunaan model pembelajaran kooperatif terhadap kemampuan komunikasi matematis siswa (Skripsi Sarjana). UIN Mataram
Rosenthal, R. (1979). The "file drawer problem" and tolerance for null results. American Psychologist, 86(3), 638–641. https://doi.org/10.1037/0033-2909.86.3.638
Sahin, M. (2010). Effects of problem-based learning on university students’ epistemological beliefs about physics, physics learning, and conceptual understanding of Newtonian mechanics. Journal of Science Education and Technology, 19, 266–275. https://doi.org/10.1007/s10956-009-9198-7
Sahyar, & Fitri, R. Y. (2017). The effect of problem-based learning model (PBL) and adversity quotient (AQ) on problem-solving ability. American Journal of Educational Research, 5(2), 179–183. https://doi.org/10.12691/education-5-2-11
Sahyar, Sani, R. A., & Malau, T. (2017). The effect of problem-based learning (PBL) model and self-regulated learning (SRL) toward physics problem-solving ability (PSA) of students at senior high school. American Journal of Educational Research, 5(3), 279–283. https://doi.org/10.12691/education-5-3-8
Santuthi, P. C. P., Suardana, N., & Wijaya, N. (2020). The effect of problem-based learning model on problem solving and critical thinking ability of class VIII students in SMPN 1 Singaraja of science. Journal of Physics: Conference Series, 1503(1), 012046. https://doi.org/10.1088/1742-6596/1503/1/012046
Sari, Y. I., Sumarmi, Utomo, D. H., & Astina, I. Komang. (2021). The effect of problem-based learning on problem-solving and scientific writing skills. International Journal of Instruction, 14(2), 11–26. https://doi.org/10.29333/iji.2021.1422a
Setiawan, B., & Supiandi, M. I. (2019). The contribution of metacognitive skills and reasoning skills on problem-solving ability based on problem-based learning (PBL) model. Anatolian Journal of Education, 3(2), 75–86. https://doi.org/10.29333/aje.2018.327a
Simanjuntak, M. P., Hutahean, J., Marpaung, N., & Ramadhani, D. (2021). Effectiveness of problem-based learning combined with computer simulation on students’ problem-solving and creative thinking skills. International Journal of Instruction, 14(3), 519–534. https://doi.org/10.29333/iji.2021.14330a
Simarmata, Y. P., & Sirait, M. (2019). The effects of problem-based learning model on problem-solving skills in the subject matter of momentum and impulses. Journal of Physics: Conference Series, 1317(1), 012171. https://doi.org/10.1088/1742-6596/1317/1/012171
Simone, C. De. (2008). Problem-based learning: A framework for prospective teachers’ pedagogical problem solving. Teacher Development, 12(3), 179–191. https://doi.org/10.1080/13664530802259206
Siregar, R., Sirait, M., & Audina, N. (2022). A meta-analysis of the impact of problem-based learning on students’ physics problem-solving skills. Lensa: Jurnal Kependidikan Fisika, 10(2), 65–72. https://doi.org/10.33394/j-lkf.v10i2.6305
Sofyan, H., Wagiran, Komariah, K., & Triwiyono, E. (2017). Problem-based learning dalam kurikulum 2013. UNY Press.
Supiandi, M. I., & Ege, B. (2019). The effect of group investigation (GI) learning model on the student problem-solving ability and students’ academic achievement on the digestive system material for biology students. Anatolian Journal of Education, 2(2), https://doi.org/10.29333/aje.2017.225a
Supriadi, Wildan, & Laksiwati, D. (2020). Implementasi model pembelajaran berbasis masalah dan pengaruhnya terhadap perkembangan karakter mahasiswa. Jurnal Penelitian Pendidikan IPA, 6(1), 63–68. https://doi.org/10.29303/jppipa.v6i1.323
Suratno, Kamid, & Sinabang, Y. (2020). The effect of implementing problem-based learning (PBL) on higher-order thinking skills (HOTS) as viewed from the perspective of students’ motivation to learn. Jurnal Manajemen Pendidikan Dan Ilmu Sosial, 1(1), 127–139. https://doi.org/10.38035/JMPIS
Surur, M., Degeng, I. N. S., Setyosari, P., & Kuswandi, D. (2020). The effect of problem-based learning strategies and cognitive styles on junior high school students’ problem-solving abilities. International Journal of Instruction, 13(4), 35–48. https://doi.org/10.29333/iji.2020.1343a
Surur, M., & Tartilla, T. (2019). Pengaruh problem-based learning dan motivasi berprestasi terhadap kemampuan pemecahan masalah. Indonesian Journal of Learning Education and Counseling, 1(2), 169–176. https://doi.org/10.31960/ijolec.v1i2.96
Torres, A., Hu, J., Sriraman, V., Martínez-Ortiz, A., & Membrillo-Hernández, J. (2022). Assessing the effectiveness of problem-based learning across two concrete construction courses. International Journal of Instruction, 15(4), 473–496. https://doi.org/10.29333/iji.2022.15426a
Tsai, M.-H., & Tang, Y.-C. (2017). Learning attitudes and problem-solving attitudes for blended problem-based learning. Library Hi Tech, 35(4), 598–611. https://doi.org/10.1108/LHT-06-2017-0102
Valdez, J. E., & Bungihan, M. E. (2019). Problem-based learning approach enhances the problem-solving skills in chemistry of high school students. Journal of Technology and Science Education, 9(3), 282–294. https://doi.org/10.3926/jotse.631
Yuberti, Latifah, S., Anugrah, A., Saregar, A., Misbah, & Jermsittiparsert, K. (2019). Approaching problem-solving skills of momentum and impulse phenomena using context and problem-based learning. European Journal of Educational Research, 8(4), 1217–1227. https://doi.org/10.12973/eu-jer.8.4.1217
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license enables reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator. CC BY-NC-ND includes the following elements: Credit must be given to the creator; only noncommercial uses of the work are permitted; no derivatives or adaptations of the work are permitted.
