Impact of Blended Problem-Based Learning on Students' 21st Century Skills on Science Learning: A Meta-Analysis

Dinelti Fitria, Asrizal Asrizal, Muhammad Dhanil, Lufri Lufri
623 196

Abstract


Various similar primary studies report varying impacts of applying blended problem-based learning (Blended PBL) in improving students' 21st-century skills. This study aims to group similar studies on the effect of blended PBL on students' 21st-century skills in science learning through meta-analysis. In addition, studies were analyzed on variations in models, education levels, subjects, and 4C skills. There are 44 articles worth analyzing. The data was analyzed using Excel and JASP applications by presenting results in size effect values, forest plots, and published bias tests. The results of the analysis show that science learning with blended PBL improves 21st-century skills that are better at science learning than other learning (g=0.617, 95% Cl 0.296–0.937, p < 0.001, I2 = 96.861%). Analysis of moderator variables showed that in the variation model, level of education, subjects, and 4C skills, there was a significant effect. These findings confirm that blended PBL is efficiently used to train students' 21st-century skills in science learning.

Keywords


21-st Century Skills, Blended, Blended PBL, Meta-analysis

Full Text:

PDF

References


Fitria, D., Asrizal, A., Dhanil, M., & Lufri, L. (2024). Impact of blended problem-based learning on students' 21st century skills on science learning: A meta-analysis. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(4), 1032-1052. https://doi.org/10.46328/ijemst.4080




DOI: https://doi.org/10.46328/ijemst.4080

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 International Journal of Education in Mathematics, Science and Technology

Web of Science (ESCI) Index                        

                                    

  

International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

ISSN: 2147-611X (Online)