Meta-analysis Problem Based Learning on Students' Problem-Solving Skills in Higher Education

Penelitian ini bertujuan untuk mengetahui pengaruh problem based learning terhadap kemampuan pemecahan masalah mahasiswa diperguruan tinggi. Jenis penelitian ini adalah penelitian kuantitatif dengan pendekatan meta-analisis. Sampel penelitian ini berasal analisis 12 jurnal nasional dan internsional terbitan tahun 2023-2024. Pengambilan sumber data berasal dari database google scholar, ERIC dan mendeley. Teknik pengambilan sampel adalah observasi langsung melalui database jurnal. Analisis data adalah analisis kuantitatif dengan bantuan aplikasi STATA. Hasil penelitian ini menyimbulkan bahwa terdapat pengaruh signifikan model problem based learning terhadap kemampuan pemecahan masalah mahasiswa pada perguruan tinggi dengan nilai ES = 1.014; z = 9.013 dengan kategori effecrt size yang tinggi. Temuan ini menunjukan bahwa model problem based learning sanggat


Introduction
Problem-solving skills are one of the essential key competencies in the 21st century, given the increasing complexity of problems in daily life as well as in the work environment (Widodo et al., 2023).This ability involves using logic, creativity, and critical thinking to find solutions to problems that often do not have clear or direct answers.Through problemsolving skills, individuals can analyze complex situations, identify actual problems, and develop effective strategies for overcoming them.This not only helps in overcoming the challenges faced, but also opens up opportunities for innovation and improvement in various aspects of life (Suglo, 2024).
In the world of education and career, problem-solving skills are often used as an indicator of a person's success and adaptability (Ridwan et al., 2021;Kurban, 2024).In an academic context, students who are able to apply these abilities tend to be more successful in their studies and better prepared to face challenges in a professional environment (Laksana et al., 2024).Meanwhile, in the workplace, employees with good problem-solving skills are invaluable because they are able to deal with unexpected situations calmly and effectively.Therefore, the development of these skills is not only important for personal growth, but also for professional and organizational progress as a whole (Cahyadini et al., 2024).Students' problem-solving skills in higher education are a critical and urgent topic, given the importance of these skills in an increasingly complex world of work.One of the main problems that is often encountered is the lack of integration between the theory learned in the classroom and the practice of solving problems in real life.Many academic curricula still focus too much on theoretical knowledge without giving students enough opportunities to apply that knowledge in realistic and practical contexts (Duygu, 2022).As a result, students may not be prepared for situations that require critical thinking and conceptual application as they enter the professional world.
Overcoming this problem requires a multidisciplinary approach in curriculum development and teaching strategies.The integration of theory-oriented courses with practical projects based on real problems can provide students with a more holistic and impactful experience in developing problem-solving skills (Alfares, 2021).Additionally, collaboration between departments and even between institutions can enrich students' learning experiences, allowing them to engage in cross-disciplinary problem-solving that will be invaluable in their professional careers in the future Therefore, it is necessary to have a model that can improve problem-solving skills, one of which is the Problem Based Learning model (Şimşek et al., 2023.)The Problem Based Learning (PBL) model is a learning model that emphasizes learning through complex and often multidisciplinary problem-solving experiences in a setting similar to the real world (Zulyusri et al., 2023;Edy Nurtamam et al., 2023;Putra et al., 2023).PBL is designed to develop not only academic knowledge but also critical skills such as analytical thinking, teamwork, and communication skills.In this model, students typically work in small groups to explore unstructured problems, find solutions, and learn both from the process itself and from input and feedback from group leaders and their peers (Utomo et al., 2023).This approach supports active and continuous learning, with students taking an active role in their own learning, allowing them to internalize knowledge and apply it in practical situations.The implementation of PBL in higher education has been proven to provide various benefits (Kök & Duman, 2023).It trains students to become independent learners and critical thinkers who can apply knowledge in a variety of situations.In addition, PBL often includes interdisciplinary challenges, requiring students to integrate and apply knowledge from different disciplines, thus preparing them for complex problems in the modern workplace (Miswandi Tendrita et al., 2022).With a focus on problem-based learning, students also develop interpersonal competencies through intensive interaction and collaboration with their peers, preparing them not only as effective problem solvers but also as leaders capable of managing teams and projects efficiently (Gök & Boncukçu, 2023).
In previous studies on the meta-analysis of Problem Based Learning (PBL) on students' problem-solving skills in higher education, various studies have collected data from decades of research to measure the effectiveness of PBL.A significant meta-analysis study by Dochy et al. (2003), for example, found that students who followed education with PBL methods tended to show greater improvement in problem-solving skills compared to those who followed conventional learning methods.This study emphasizes that PBL not only improves cognitive abilities but also promotes more in-depth and continuous learning.
However, a systematic review by Walker and Leary ( 2009) identified that the results of various studies on PBL can vary greatly depending on the context of the discipline and the way PBL is implemented itself.This study suggests that PBL is most effective when integrated with the right support and continuous guidance from the instructor.From a methodological perspective, the review also highlights the importance of using valid and reliable assessment methods to measure problemsolving skills, given the complexity of the competencies being measured.These two studies provide insights into how and when PBL can be implemented most effectively to improve problem-solving skills among college students.Therefore, this study aims to determine the influence of problem-based learning on the problem-solving ability of students in higher education.

Research Methods
This research is a type of quantitative research with a meta-analysis approach.Metaanalysis is a type of research that collects and analyzes research data on a quantitative basis (Tamur and Junadi, 2020;Zulkifli et al., 2022); Oktarina et al., 2021;Siagian et al., 2019).The sample of this study comes from the analysis of 12 national and international journals published in 2023-2024.The data source was taken from the Google Scholar, ERIC and Mendeley databases.The sampling technique is direct observation through a journal database.Data analysis is a quantitative analysis with the help of the STATA application.Furthermore, the criteria for the effect size value can be seen in Table 1.

Result and Discussion
From the results of data search through the google scholar database, ERIC and Mendeley obtained 12 relevant studies.Furthermore, the effect size and standard error values that can be seen in Table 2 are calculated.Based on Table 2, the analysis of 12 studies obtained the lowest effect size value of 0.32 and the highest effect size of 1.32.According to the effect size criteria (Borenstein et al., 2007) 4 studies had a medium effect size value and 8 studies had a high effect size value.Furthermore, analyze the mean effect size to determine the influence of the problembased learning model on problem-solving ability with a random effect model which can be seen in the Table 3.  4, explains that the problem-based learning model affects students' problemsolving ability with ES = 1,014; SE = 0.321 and Z value = 9.032.This finding shows that the problem-based learning model has a positive effect on problem-solving ability with a p < value of 0.001.the application of Problem Based Learning (PBL) in higher education and its influence on students' problem-solving skills provides deep insights into the effectiveness of this approach in higher education.PBL, which focuses on learning through practical experience and solving real problems, has been consistently shown to support the development of analytical and creative abilities (Rosyidi et al., 2024).Analysis of various studies collected shows that students who are involved in PBL programs tend to develop better problem-solving skills compared to their peers who follow a more traditional learning approach (Purnomo et al., 2024).Furthermore, this meta-analysis highlights the importance of the context and application of PBL in producing optimal results.Variability of outcomes between studies is often correlated with differences in PBL program design, quality of facilitation by faculty, and resources available to students.Therefore, it is important for educational institutions to pay attention to these aspects when implementing PBL (Cahyadini et al., 2024).Institutions that successfully integrate PBL with adequate infrastructure support and effective instructor training report significant improvements in students' problem-solving skills.
In the PBL model, students not only learn the material passively but are also actively involved in the learning process through research, discussion, and reflection.It encourages students to develop critical thinking and the ability to apply knowledge in a variety of practical situations (Laksmi, 2023;Di̇Kmen, 2022).However, the study also notes that the success of this approach is highly dependent on the quality of the problem chosen as the focus of learning.A good problem is one that is authentic, relevant, and challenging enough to trigger a critical thought process.PBL is effective in increasing student motivation and engagement.By being actively involved in learning and feeling that they play an important role in the learning process, students tend to be more motivated to learn.This motivation, in turn, increases the effort they put into overcoming complex problems and retaining relevant information (Hariyadi et al., 2023;Ridwan et al., 2021).In many cases, this engagement and motivation are positively correlated with improved academic performance.the use of PBL as an effective learning strategy to develop problem-solving skills in higher education.However, this effectiveness largely depends on how PBL is designed, implemented, and assessed.Educational institutions that want to implement or improve the use of PBL should consider these factors to maximize the potential of this approach in improving learning outcomes for students.

Conclusion
From the results of this study, it can be concluded that there is a significant influence of the problem-based learning model on the problem-solving ability of students in higher education with an ES score = 1,014; z = 9.013 with a high effecrt size category.These findings show that the problem-based learning model is very effective in being applied by lecturers in the learning process in higher education.To optimize learning outcomes, it is important for educational institutions to adopt a holistic approach in integrating PBL, with special attention to objective and thorough assessment methods.By paying attention to these factors, PBL can be used as an effective tool in preparing students to face real-world challenges and improve their problem-solving abilities in a variety of professional contexts.

Table 2 .
Effect Size dan Standard Error

Table 3 .
Mean Effect Size/ Summary Effect Size