A meta-analysis of constructivism learning implementation towards the learning outcomes on civic education lesson

Abstract

The purpose of this study was to look at the effect of constructivism learning on civic education learning outcomes. Constructivism learning is a process of cognitive construction through learning by actively involving a series of student activities using diverse learning models. This research includes quantitative research with a meta-analysis approach that is calculating the correlation with the fixed effect model. First, formulating the research problem, then proceeding to explore relevant research, then research that does not publish the value of r is converted to the t and F values. The research sample of 25 student thesis, with thesis criteria studying the correlation of constructivism learning approaches to citizenship education learning outcomes. The result of the funnel plot fixed-effect model shows that twenty-five thesis has varied sample sizes with asymmetrical distribution, so the conclusions of the study regarding the relationship between constructivism learning and citizenship education learning outcomes are free from potential publication bias. This conclusion is strengthened by the appearance of forest plots before and after using the Trim and Fill method as well as the results of the summary effect display. Thus the level of validity of information based on a fixed-effect model of the relationship between constructivism learning and citizenship education learning outcomes is valid.