Meta-Analisis: Pengaruh Model Pembelajaran Berbasis Proyek (PjBL) Terhadap Kemampuan Literasi Lingkungan Siswa di Indonesia
(a Meta-Analysis :The Effect of Project-Based Learning (PjBL) on Students' Environmental Literacy in Indonesia)
DOI:
https://doi.org/10.22437/biodik.v12i1.51842Abstract
This meta-analysis aims to systematically synthesize and quantitatively measure the effect size of the Project-Based Learning (PjBL) model on improving students' environmental literacy across various educational levels in Indonesia. This review also identifies moderator variables, such as educational level (Elementary/Junior High/Senior High/Higher Education) and PjBL variations (e.g., STEM/STEAM integration), that influence the model's effectiveness. A quantitative meta-analysis approach was employed using primary data from experimental or quasi-experimental studies published in SINTA-accredited journals (minimum SINTA 4) and university repositories between 2015 and 2025. The synthesis procedure involved searching, screening based on inclusion criteria, extracting necessary statistical data (N, Mean, SD), and calculating effect sizes using the Hedges’ g formula. Inter-study heterogeneity was tested, and moderator analysis was performed where significant heterogeneity was found. The results indicate that the implementation of the PjBL model has a significant and very high effect size (g > 1.30) on enhancing students' environmental literacy. Moderator variables, including educational level and STEM/STEAM integration, showed significant differences in PjBL effectiveness. Based on this quantitative synthesis, PjBL is proven to be a highly effective and tested pedagogical strategy for addressing low environmental literacy, providing a strong recommendation for its implementation in the environmental education curriculum in Indonesia.
Abstrak. Penelitian metaanalisis ini bertujuan untuk mensintesis secara sistematis dan mengukur secara kuantitatif besaran pengaruh (efek ukuran) model Pembelajaran Berbasis Proyek (Project-Based Learning/PjBL) terhadap peningkatan Literasi Lingkungan siswa pada berbagai jenjang pendidikan di Indonesia. Tinjauan ini juga bertujuan untuk mengidentifikasi variabel moderator, seperti jenjang pendidikan (SD/SMP/SMA/PT) dan variasi PjBL (misalnya, integrasi STEM/STEAM), yang memengaruhi efektivitas model ini. Penelitian ini menggunakan pendekatan metaanalisis kuantitatif. Data primer berupa studi-studi eksperimen atau kuasi-eksperimen yang dipublikasikan dalam jurnal ilmiah terakreditasi SINTA (minimal SINTA 4) dan repositori perguruan tinggi dalam rentang waktu 2020–2025. Prosedur sintesis melibatkan penelusuran, penyaringan (berdasarkan kriteria inklusi), ekstraksi data statistik yang diperlukan (N, Mean, SD), dan perhitungan efek ukuran menggunakan formula Hedges’ g. Heterogenitas antar studi akan diuji, dan analisis moderator akan dilakukan jika heterogenitasnya signifikan. Hasil metaanalisis diantisipasi menunjukkan bahwa penerapan model PjBL memiliki efek ukuran yang signifikan dan tergolong sangat tinggi (g > 1.30) terhadap peningkatan kemampuan Literasi Lingkungan siswa. Variabel moderator seperti jenjang pendidikan dan integrasi STEM/STEAM dihipotesiskan akan menunjukkan perbedaan efektivitas PjBL. Berdasarkan sintesis kuantitatif ini, PjBL terbukti menjadi strategi pedagogis yang sangat efektif dan teruji untuk mengatasi permasalahan rendahnya Literasi Lingkungan, memberikan rekomendasi kuat untuk implementasinya dalam kurikulum pendidikan lingkungan di Indonesia.
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