A Meta-Analysis Study: The Effect of Problem Based Learning Integrated with STEM on Learning Outcomes

Abstract

The purpose of this study was to determine the effect of problem-based learning integrated with STEM on learning outcome. In this study, reanalysis of the data from previous studies regarding the effect of the problem-based learning integrated with STEM on learning outcomes. This research used a systematic review method with quantitative techniques (meta-analysis). The results of previous studies related to the effect of the PBL integrated with STEM on learning outcomes that have been published in a journal were analyzed using meta-analysis techniques. The data were collected using an instrument in the form of a meta-analysis coding sheet. There are 21 articles analyzed. The technique used is to measure the value of the effect size from experimental results in these scientific articles. Based on the research that has been done, it is known that the PBL integrated with STEM has an effect on improving learning outcomes. This can be seen from the average effect size value of 1.28 with a high effect category. In addition, from the acquisition of this effect size value, it is known that PBL with STEM also has an effect on improving learning outcomes in terms of education levels (elementary school, junior high school, senior high school or college levels) and subjects (mathematics, chemistry, physics biology, science for elementary and junior high school). Based on this research, it can be concluded that the PBL integrated with STEM has an effect on improving student learning outcomes at various levels of education and various subjects.