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

Authors :
Dinelti Fitria
Asrizal Asrizal
Muhammad Dhanil
Lufri Lufri
Source :
International Journal of Education in Mathematics, Science and Technology. 2024 12(4):1032-1052.
Publication Year :
2024

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, I[superscript 2] = 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.

Details

Language :
English
ISSN :
2147-611X
Volume :
12
Issue :
4
Database :
ERIC
Journal :
International Journal of Education in Mathematics, Science and Technology
Publication Type :
Academic Journal
Accession number :
EJ1443612
Document Type :
Journal Articles<br />Information Analyses<br />Reports - Research