EFFECTIVENESS OF CASE-BASED LEARNING IMPROVING STUDENTS’ CRITICAL THINKING: META ANALYSIS

Abstract

This meta-analysis aims to summarize results of research on the case-based learning method improving students' critical thinking in science learning. The effect of large size (ES) on the average proportion of influence-based learning on the greatest criticism and the relationship between variables on increasing students' critical thinking in science. The research method used is descriptive with form survey research. Within these studies, studies that could be meta-analysis against predefined criteria were examined and 12 studies that met these criteria were identified. The results of the data analysis yielded an effect size of 2.954 ≥ 0.80. It was explained that there was a difference in effectiveness between the experimental class using the case-based learning and the control class without using the case-based learning to increase students' critical thinking. From the results of the value of p < 0.001 < α (0.05) then Ho is rejected. So, it can be concluded that there are significant differences in students' critical thinking learning with the case-based learning. In the future, it is hoped that the results of this research can become a reference for studying the application of the case-based learning to improve students' critical thinking skills in science.