META ANALISIS MODEL BLENDED LEARNING MENGGUNAKAN PROBLEM-BASED LEARNING PADA PEMBELAJARAN BIOLOGI DI SMA (META-ANALYSIS OF THE BLENDED LEARNING MODEL IMPLEMENTING PROBLEM-BASED LEARNING IN BIOLOGY INSTRUCTION IN SENIOR HIGH SCHOOLS)

Sabrina Faris; Santi Suryani; Dini Safitri; Rizhal Hendi Ristanto

doi:10.21831/edubio.v11i1.22866

META ANALISIS MODEL BLENDED LEARNING MENGGUNAKAN PROBLEM-BASED LEARNING PADA PEMBELAJARAN BIOLOGI DI SMA
(META-ANALYSIS OF THE BLENDED LEARNING MODEL IMPLEMENTING PROBLEM-BASED LEARNING IN BIOLOGY INSTRUCTION IN SENIOR HIGH SCHOOLS)

Sabrina Faris, Universitas Negeri Jakarta, Indonesia
Santi Suryani, Universitas Negeri Jakarta, Indonesia
Dini Safitri, Universitas Negeri Jakarta, Indonesia
Rizhal Hendi Ristanto, Universitas Negeri Jakarta, Indonesia

10.21831/edubio.v11i1.22866

Abstract

This study aims to analyze the application of the Blended learning model based on Problem-based Learning (PBL) in Biology learning at the high school level through the meta-analysis method. The research stages used are (1) identifying the type of research and the variables used, (2) recording the average value and standard deviation of the experimental and control groups, and (3) calculating the effect size using the unstandardized mean difference (UMD). Data were obtained from three studies relevant to this topic. The results of the analysis show that the PBL model based on blended learning significantly affects student learning outcomes, especially in improving critical thinking skills, scientific literacy, and problem-solving abilities. This approach involves PBL stages such as problem orientation, independent and group investigations, and reflection, effectively encouraging students to be more active, collaborative, and independent in learning. Overall, this study confirms that combining PBL with blended learning can support more innovative and effective biology learning at the high school level. The results of this study can be used as a reference by teachers to implement PBL learning using blended learning techniques.

Keywords

Biology learning; Blended learning; Meta-analysis; Problem-based learning

Full Text:

PDF

References

Ammar, M., Al-Thani, N. J., & Ahmad, Z. (2024). Role of pedagogical approaches in fostering innovation among K-12 students in STEM education. Social Sciences & Humanities Open, 9, 100839. https://doi.org/https://doi.org/10.1016/j.ssaho.2024.100839

Anggrella, D. P., & Sudrajat, A. K. (2024). Development of an Integrated Project-Based Learning Module Based on Black Soybean Ethnoscience to Improve Students' Science Process Skills. Jurnal Penelitian Pendidikan IPA, 10(6), 3038–3045. https://doi.org/10.29303/jppipa.v10i6.5855

Asyhari, A. (2021). Pengaruh blended learning berbasis elektronik modul pada materi ekosistem terhadap motivasi belajar siswa di MA NU Mazro'atul Huda Karanganyar Demak. Jurnal Pro-Life, 8(3), 239−249. https://doi.org/10.33541/pro-life.v8i3.3475

Boye, E. S., & Agyei, D. D. (2023). Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana. Social Sciences and Humanities Open, 7(1), 100453. https://doi.org/10.1016/j.ssaho.2023.100453

Cahyani, D. N., & Pertiwi, K. R. (2024). DEVELOPMENT OF E-LKPD BASED ON PBL IN REPRODUCTIVE HORMONE MATERIAL TO INCREASE REPRODUCTIVE HEALTH LITERACY. Jurnal Edukasi Biologi, 10(2), 191–203. http://dx.doi.org/10.21831/edubio.v10i2.21810

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). London: Routledge. https://doi.org/10.4324/9781315456539

Diniyyah, M., Susilo, H., Balqis, B., & Sudrajat, A. K. (2022). Improving critical thinking and problem- solving skills through POGIL combined with digital mind map. Jurnal Pendidikan Biologi Indonesia, 8(3), 275–286. https://doi.org/10.22219/jpbi.v8i3.18992

Fauziah, N., Mustofa, R. F., & Ali, M. (2022). Pengaruh blended learning menggunakan quipper school terhadap hasil belajar biologi. Symbiotic: Journal of Biological Education, 3(2), 90−101. https://doi.org/10.32939/symbiotic.v3i2.79

Habibah, F. N., Setiadi, D., Bahri, S., & Jamaluddin, J. (2022). Pengaruh model problem-based learning berbasis blended learning terhadap keterampilan berpikir kritis peserta didik kelas XI di SMAN 2 Mataram. Jurnal Ilmiah Profesi Pendidikan, 7(2), 686−692. https://doi.org/10.29303/jipp.v7i2b.603

Hasan, R., & Syatriandi, B. (2018). Pengaruh model pembelajaran berbasis masalah (pbm) terhadap kemampuan berpikir kritis dan hasil belajar biologi siswa di SMA NEGERI 06 Kota Bengkulu. In Prosiding Seminar Nasional SIMBIOSIS. https://prosiding.unipma .ac.id/index.php/simbiosis/article/view/651/0

Herman, M., & Saleh, A. R. (2023). Blended learning dan hasil belajar biologi siswa sma: sebuah meta-analisis. Biology and Education Journal, 3(1), 37−49. https://doi.org/10.25299/baej.2023.13071

Lestari, I., & Rakhmawati, A. (2024). PENGEMBANGAN LKPD BERBASIS PROJECT BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN KOLABORASI SISWA MATERI BIOTEKNOLOGI. Jurnal Edukasi Biologi, 10(2), 177–190. http://dx.doi.org/10.21831/edubio.v10i2.19644

Munthe, R. N. S., Agustin, A. S., Putri, Z. A., Kundariati, M., Anggur, M. R. I., Fadilla, N. B., Nurhawa, W. O., Susilo, H., Ibrohim, I., & Sudrajat, A. K. (2023). Implementation of problem-based learning model through lesson study for improving prospective biology teachers' communication and collaboration skills. AIP Conference Proceedings, 2569(1), 20037. https://doi.org/10.1063/5.0112404

Purba, D. D., Manalu, K., & Sya'rawi, M. A. (2022). Pengaruh model pembelajaran blended learning terhadap hasil belajar biologi siswa SMA Kelas X IPA MAN 3 Medan Pada Mata Virus Di Masa Pandemi Covid-19. Best Journal (Biology Education, Sains and Technology), 5(1), 225-230. https://doi.org/10.30743/best.v5i1.4828

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/https://doi.org/10.1016/ j.heliyon.2024.e39988

Shafira, I. H., & Suratsih, S. (2023). PENGGUNAAN E-LKPD BERBASIS MASALAH TERHADAP PENINGKATAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI SISTEM EKSKRESI KELAS XI DI SMA NEGERI 1 PANGKALPINANG. Jurnal Edukasi Biologi, 9(1), 1–14. https://doi.org/10.21831/edubio.v9i1.18515

Sudrajat, A. K., Anggrella, D. P., & Nugroho, A. I. (2024). What dominates most? The opinion of preservice biology teachers about factors associated with motivation to conduct innovative learning. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 6(3), 361–369. https://dx.doi.org/10.20527/bino.v6i3.19379

Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657

Triyanti, M. (2022). Pengaruh problem-based learning berbasis blended learning terhadap kemampuan berpikir kritis siswa di SMA Negeri 4 Rejang Lebong. Linggau Journal Science Education, 2(1), 67−76. https://jurnal.lp3mkil.or.id/index.php/ljse/article/view/ 237

Wahyuni, A., Romansyah, R., & Hardi, E. (2022). Pengaruh implementasi model problem-based learning berbasis blended learning terhadap kemampuan memecahkan masalah. J-KIP (Jurnal Keguruan dan Ilmu Pendidikan), 3(3), 576−583. http://dx.doi.org/10.25157/j-kip.v3i3.8595

Zulfa, E. (2022). Pengaruh Pembelajaran Problem-based learning berbasis blended learning dan outcome-based education terhadap kemampuan literasi sains biologi siswa di SMAN 7 Mataram. Jurnal Ilmiah Profesi Pendidikan, 7(2), 559−564. https://doi.org/10.29303/ jipp.v7i2b.559

DOI: https://doi.org/10.21831/edubio.v11i1.22866