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JPPIPA 9(11) (2023)
Jurnal Penelitian Pendidikan IPA
Journal of Research in Science Education
http://jppipa.unram.ac.id/index.php/jppipa/index
___________
How to Cite:
Halimah, N., Bentri, A., Sukma, E., & Zainil, M. (2023). The Influence of Problem-Based Learning Model on Learning Outcomes in Webbed
Integrated Learning at Elementary Schools. Jurnal Penelitian Pendidikan IPA, 9(11), 9756–9763. https://doi.org/10.29303/jppipa.v9i11.4298
The Influence of Problem-Based Learning Model on Learning
Outcomes in Webbed Integrated Learning at Elementary
Schools.
Nurul Halimah1*, Alwen Bentri1, Elfia Sukma1, Melva Zainil1
1 Universitas Negeri Padang, Indonesia.
Received: June 15, 2023
Revised: September 24, 2023
Accepted: November 25, 2023
Published: November 30, 2023
Corresponding Author:
Nurul Halimah
aleshanurmaghfirah@gmail.com
DOI: 10.29303/jppipa.v9i11.4298
© 2023 The Authors. This open-
access article is distributed under a
(CC-BY License)
Abstract: The purpose of this study was to investigate the impact of using the Problem-
Based Learning (PBL) model on learning outcomes in Webbed integrated learning at
elementary schools. Webbed integrated learning is an approach that integrates multiple
subjects into a single learning theme, while PBL is a learning method that emphasizes
real-world problem-solving within the learning context. The research employed an
experimental design with a Post-test Only Control Group Design. The sample consisted
of third-grade students in Gugus VI, Kuranji District, Padang City, with two groups: an
experimental group comprising 20 students and a control group comprising 20 students.
The experimental group implemented the PBL model in Webbed integrated learning,
while the control group used conventional learning in Webbed integrated learning.
Learning outcome data were obtained through written tests that covered cognitive and
affective aspects of integrated learning. Data analysis was conducted using an
independent t-test to compare the learning outcomes between the experimental and
control groups. The results showed a significant difference in the average learning
outcomes of Webbed-integrated learning using the PBL model compared to the average
learning outcomes of Webbed-integrated learning using conventional learning based on
the results of the independent sample t-test, which yielded a sig value of 0.00 < 0.05 and
a t-value > t-table with a t-value of 5.463 and a t-table value of 2.024. Therefore, it can be
concluded that the use of the PBL model has an impact on learning outcomes in Webbed
integrated learning.
Keywords: Elementary School; Integrated Learning; Learning Outcomes; Problem-Based
Learning; Webbed Approach.
Introduction
The popularity of the Webbed integrated learning
approach is on the rise in elementary schools. This
methodology enables the incorporation of multiple
subjects within a unified thematic framework, aiming to
foster a comprehensive understanding and the
acquisition of applicable skills across diverse fields of
study. The Webbed integrated learning approach entails
the fusion of various subjects or disciplines into an
interconnected theme or focal area of instruction
(Armadi & Astuti, 2018; Marzuki, 2017; Wali et al., 2020).
This approach acknowledges the interconnectedness of
various knowledge areas and skills in real-life situations,
striving to create more meaningful and relevant learning
experiences for students. The use of themes is crucial in
the learning process as it facilitates information
communication by connecting one subject to another.
The goals of Webbed integrated learning include
deepening understanding of the concepts being taught,
developing skills in information search, processing, and
utilization, cultivating positive attitudes, good habits,
and high values in life, building social skills, enhancing
learning motivation, and selecting activities that align
with students' interests and needs (Wali et al., 2020). The
learning materials and students' learning experiences
are combined in the Webbed integrated learning model
to enhance student engagement. In this model, students
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November 2023, Volume 9 Issue 11, 9756-9763
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can actively and creatively participate in the learning
process, which has the potential to influence the desired
learning outcomes (Nuraeni, 2016; Pramita et al., 2022).
However, despite the promising nature of this
approach, there are still challenges in achieving optimal
learning outcomes. One of the learning models that can
be implemented in Webbed integrated learning is
Problem-Based Learning (PBL). PBL is a learning model
that focuses on solving real-world problems within the
context of learning. Through PBL, students are
encouraged to be active, think critically, collaborate, and
develop problem-solving skills. By emphasizing the
application of problem-solving skills in everyday life,
the PBL learning approach actively involves students as
participants in the learning process.
In the Problem-Based Learning (PBL) approach, the
real world serves as a backdrop for students to acquire
knowledge, skills, and abilities to solve their problems.
The teacher's responsibility is to provide learning
opportunities for students (Anjelina Putri et al., 2018;
Asyari et al., 2016; Febriana et al., 2020; Rahayu & Fahmi,
2018). Research findings indicate that the utilization of
Problem-Based Learning (PBL) models can support the
development of student's critical thinking abilities
(Ardyanto et al., 2018). In integrated thematic learning,
students need to actively engage in the learning process
(Fitria, 2018). The PBL approach can serve as a solution
to address challenges in integrated thematic learning.
The goals of integrated thematic learning are to assist
students in developing critical thinking skills, actively
participating in the learning process, generating
innovative solutions to encountered challenges, as well
as analyzing and processing information to overcome
difficulties they encounter (Khasanah et al., 2022).
However, despite evidence that PBL can enhance
learning outcomes in various instructional contexts,
there is a limited amount of research specifically
investigating the impact of the PBL model on learning
outcomes in integrated Webbed learning at the
elementary school level. Therefore, this study aims to fill
this research gap and examine whether the PBL model
can positively contribute to learning outcomes in
integrated Webbed learning at elementary schools. The
research question posed is: Does the problem-based
learning model influence learning outcomes in
integrated Webbed learning at elementary schools? To
address this, the proposed research hypothesis is as
follows:
Ho = There is no influence of the problem-based
learning model on learning outcomes in integrated
Webbed learning. Ha = There is an influence of the
problem-based learning model on learning outcomes in
integrated Webbed learning.
This study is of paramount importance as it
significantly contributes to improving the quality of
primary school education, especially in the context of
webbed integrated learning. The utilization of the
Problem Based Learning (PBL) model enables students
to actively participate in problem-solving and establish
connections between learning concepts, thereby
enhancing their understanding of instructional materials
(Nofziarni et al., 2023; Putri & Zainil, 2021; Sutrada &
Sukma, 2023). Additionally, the research makes a
valuable contribution to educational literature by
presenting empirical evidence on the effectiveness of the
PBL model within the framework of webbed integrated
learning. The research findings lay the groundwork for
the development of more efficient teaching methods in
the future.
Through this study, it is expected to provide
valuable insights for educators and policymakers
involved in crafting effective integrated learning
approaches in primary schools. Furthermore, the
research seeks to provide empirical evidence as a
foundation for recommending the adoption of the PBL
model to improve student learning outcomes in webbed
integrated learning. By gaining a deeper understanding
of the impact of the PBL model in the context of webbed
integrated learning, this study is poised to contribute to
enhancing the quality of primary school education and
preparing students to confront the challenges of an
increasingly intricate real-world environment.
Method
This study is quantitative research that employs an
experimental approach. The experimental research
method is one approach that investigates how different
treatments can affect the variables under study.
(Sugiyono, 2022). This study utilizes a Post-Test Only
Control Group Design. The experimental and control
groups were not randomly selected in this design. In this
design, both the experimental and control groups are
compared. The experimental class receives treatment,
while the control class does not receive any treatment.
The Post-test Only Control Group Design scheme is
illustrated in the following table 1.
The research was conducted in SD Negeri in Cluster
VI, Kuranji Sub-District, Padang City, during the second
semester of the academic year 2022/2023. The
population of this study includes all third-grade
students in SD Negeri in Cluster VI, Kuranji Sub-
District, Padang City. A total of 40 third-grade students
were selected as the research sample, with 20 students in
the experimental group and 20 students in the control
group. The control group did not receive any treatment
and followed the webbed integrated learning using
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November 2023, Volume 9 Issue 11, 9756-9763
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traditional teaching methods. Meanwhile, the
experimental group implemented the Problem-Based
Learning model in webbed integrated learning.
Table 1. Post-test Only Control Group Design Scheme
Groups
Treatment
Posttest
Experiment
X
O
Control
-
O
(Sugiyono, 2022)
Afterward, both groups were given a post-test. The
post-test was used to assess and compare the students'
learning outcomes between the Problem-Based Learning
model and the standard model used in webbed theme-
based learning. The data on students' learning outcomes
were obtained through a written test that covered both
the cognitive and affective aspects of integrated
learning. The written test consisted of 10 multiple-choice
questions and five essay questions, and it served as the
primary data collection tool in this study. Additionally,
non-test methods using observations were also
employed to support the research findings.
Data analysis was performed by analysing the test
results, conducting tests of normality, and hypothesis
testing. Normality tests were conducted initially to
ensure that the data followed a normal distribution
before hypothesis testing. In this study, the Shapiro-
Wilk test was used for normality testing. Data
processing was conducted using SPSS 25 software.
To examine whether there is a significant difference
in students' learning outcomes between the Problem-
Based Learning model and the traditional teaching
model in webbed integrated learning, hypothesis testing
was conducted. Since the data used came from two
independent groups and had a normal distribution, the
Independent Samples T-Test was used to test the mean
differences between the two independent data groups.
Result and Discussion
The initial stage in evaluating the influence of the
Problem Based Learning model on learning outcomes in
webbed integrated learning is by analysing the post-test
data collected from both the control and experimental
classes. In the experimental class, the learning process is
conducted using the Problem Based Learning (PBL)
model, while the control class employs a conventional
learning model. The following is an illustration of the
learning process in the experimental class.
In Figure 1, it illustrates the webbed integrated
learning process using the Problem Based Learning
(PBL) model. The learning process with an
environmental theme begins by orienting students to a
problem. The problem discussed relates to
environmental damage. Subsequently, students are
asked to discuss and solve the problem, presenting the
results of their group discussions. In contrast to the
experimental class, the webbed integrated learning
process in the control class is conducted using
conventional methods, namely lectures and question-
and-answer sessions. The following is an illustration of
the learning process in the control class.
Figure 1. Illustration of the Learning Process in the
Experimental Class
Figure 2. Illustration of the Learning Process in the Control
Class
After the learning process in both the experimental
and control classes is completed, a post-test is conducted
at the end of the instruction. The following are the post-
test results for the experimental and control classes.
Table 2, compares the learning outcomes between the
experimental group, which implemented the Problem-
Based Learning model in webbed integrated learning,
and the control group, which used the traditional
teaching model in webbed theme-based learning. The
data in this table can be either normally distributed data
or data from two independent groups.
Based on Table 1, there is a significant difference in
learning outcomes between webbed theme-based
learning with the implementation of the PBL model in
the experimental group and webbed theme-based
learning using the traditional model in the control
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group. In the experimental group, the average score
obtained is 78, while in the control group, the average
score is 70. The highest score achieved by the control
group is 85, while the experimental group reached the
highest score of 92. Additionally, the average learning
score of the experimental group, which is 84.25, is also
higher compared to the control group, which has an
average score of 76.50. The following graph illustrates
the variation in learning outcomes between the
experimental and control groups.
Table 2. Comparison of Learning Outcomes Between
Experimental and Control Groups
Statistic
Control Groups
Experimental
Groups
Minimum
70.00
78.00
Maximum
85.00
92.00
Average
76.50
84.25
Figure 3. Illustrating the variation in learning outcomes
between the experimental and control groups
The learning outcomes in webbed theme-based
learning using the Problem-Based Learning (PBL) model
show a higher level compared to webbed theme-based
learning using the conventional model, as seen in the
previous graph. From the table above, it can be observed
that the average learning outcome in webbed theme-
based learning with the PBL model is 84.25, which is
higher than the average learning outcome in webbed
theme-based learning with the conventional model,
which is 76.50.
To determine whether the use of the PBL model has
a significant impact on learning outcomes in webbed
theme-based learning, an independent samples t-test is
conducted. Before conducting the t-test, the data must
meet the requirements that it is derived from separate
groups, has a normal distribution, and has a
homogeneous variance. Therefore, a normality test and
a homogeneity test are performed. Here are the results
of the normality test.
Based on the results of the Shapiro-Wilk normality
test using SPSS 25 software, the obtained significance
values (sig) are 0.131 for the experimental group and
0.143 for the control group. Both of these significance
values are greater than 0.05, indicating that the data in
both groups have a normal distribution. Next, a
homogeneity test is conducted to determine whether the
data has equal or different variances. The following
Table 3 shows the results of the variance homogeneity
test.
Table 3. Tests of Normality
Groups
Kolmogorov-
Smirnova
Shapiro-Wilk
Statistic
df
Sig.
Statis
tic
df
Sig.
Control
0.164
20
0.166
0.928
20
0.1
43
Experiment
0.177
20
0.102
0.926
20
0.1
31
Table 4. Test of Homogeneity of Variance
Levene
Statistic
df1
df2
Sig.
Based on Mean
1.977
1
38
0.168
Based on Median
1.545
1
38
0.221
Based on Median
and with adjusted
df
1.545
1
37.84
0.221
Based on trimmed
mean
1.91
1
38
0.175
A significance value of 0.168 was obtained at a
significance level of 0.05, as shown in Table 3. This
indicates that the significance value of 0.168 > 0.05.
Therefore, it can be concluded that the data has
homogeneous variances. The next step is to determine
whether there is a significant difference between the
learning outcomes in webbed-integrated learning using
the Problem-Based Learning model and webbed-
integrated learning using the conventional teaching
model.
To do this, an independent samples t-test is used
after confirming that the data to be tested has a normal
distribution and homogenous variances. An
independent samples t-test is a parametric test used to
evaluate whether there is a significant difference in
means between two independent or unrelated groups.
In this test, the learning outcomes in webbed-integrated
learning using the Problem-Based Learning model are
compared to the learning outcomes in webbed-
integrated learning using the conventional teaching
model. The hypotheses are Ho: There is no significant
difference in the mean learning outcomes between
webbed-integrated learning using the Problem-Based
Learning model and webbed-integrated learning using
the conventional teaching mode; Ha: There is a
significant difference in the mean learning outcomes
between webbed-integrated learning using the Problem-
0
20
40
60
80
100
Minimum Maximum Average
Control Class Experimental Class
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Based Learning model and webbed-integrated learning
using the conventional teaching model.
The decision based on the significance value (sig)
are (a) If the sig value > 0.05, then Ho is accepted and Ha
is rejected; (b) if the sig value < 0.05, then Ha is accepted
and Ho is rejected. Meanwhile, the decision based on the
t-value are (a) if the t-value < critical t-value, then Ho is
accepted and Ha is rejected; (b) if the t-value > critical t-
value, then Ha is accepted and Ho is rejected. The results
of the independent samples t-test can be observed in the
Table 5.
Table 5. Independent Samples Test
F
Sig.
T
df
Sig.
(2-
tailed)
Equal
variances
assumed
1.977
0.168
-5.463
38
0.000
Equal
variances not
assumed
-5.463
36.814
0.000
Based on the t-test results shown in the table 5, a
significance value (sig) of 0.00 was obtained at a
significance level of 0.05. The calculated t-value of 5.463
can also be found in the table. Using the formula (α/2);
df equals (0.05/2); 38 = 0.025; 38, the tabulated t-value is
determined to be 2.024. The significance value of 0.000 in
the equal variances assumption, which is less than 0.05,
indicates the rejection of the null hypothesis (Ho) and
acceptance of the alternative hypothesis (Ha), as seen in
the t-test results above. Additionally, the calculated t-
value is greater than the tabulated t-value, with 5.463 >
2.024, further supporting the rejection of Ho and
acceptance of Ha. These findings indicate a significant
difference between the learning outcomes of webbed
integrated learning using Problem-Based Learning and
conventional instructional models. It demonstrates the
influence of Problem-Based Learning on learning
outcomes in webbed-integrated learning.
The average learning outcome in webbed-
integrated learning using Problem-Based Learning in
the experimental group is 84.25, which is higher than the
average learning outcome in webbed-integrated
learning using the conventional model, which is 76.50.
Furthermore, the independent samples t-test with a
significance value of 0.00 < 0.05 and a calculated t-value
of 5.463 > tabulated t-value of 2.024 indicates a
statistically significant difference in the average learning
outcomes between the two groups in webbed integrated
learning.
Thus, the findings of this study are consistent with
previous research that demonstrates the positive impact
of using the PBL model and webbed-integrated learning
on student learning outcomes. Previous studies
(Nuraeni, 2016) have shown that the use of PBL in the
context of webbed integrated learning can enhance
student motivation and learning outcomes. Integrated
learning is defined as learning that connects various
ideas, concepts, skills, attitudes, and values, both across
subjects and within a single subject (Novelni & Sukma,
2021). Through integrated learning, students can gain
hands-on experience and be trained to independently
explore various knowledge holistically, meaningfully,
and actively (Sutrada & Sukma, 2023). The use of the
Problem-Based Learning (PBL) model in thematic
learning has been proven to encourage students to
develop critical thinking skills, problem-solving abilities,
and collaborative work within groups. The Problem-
Based Learning (PBL) model helps students apply their
knowledge to understand real-life problems (Putri &
Zainil, 2021). As a result, there is an improvement in
student learning outcomes (Puspita & Yuhelman, 2017;
Setiyaningrum, 2018; Sihombing et al., 2022; Surtikawati
et al., 2022; Tebu et al., 2021; Wardani, 2021; Yolanda,
2018).
The implementation of the Problem-Based
Learning (PBL) model in education has been proven to
enhance critical thinking skills (Ardyanto et al., 2018),
boost self-confidence and engagement in the learning
process (Khasanah et al., 2022), and improve creative
thinking abilities (Novellia, 2018). Students also
demonstrate higher motivation and enthusiasm in the
learning process when the Problem-Based Learning
approach is used (Nurdiansyah et al., 2022). On the other
hand, webbed-type integrated learning provides
meaningful contexts and connections between the topics
being studied.
For elementary school students, the combination of
both methods creates an engaging and productive
learning environment. Previous research findings also
indicate that the use of the webbed approach can
enhance students' learning outcomes (Mardinie, 2020;
Pramita et al., 2022). Through webbed-type integrated
learning, students gain direct experience in the learning
process, thereby improving the quality of education
(Efendi, 2021). The use of the PBL model can serve as a
solution to address challenges in webbed-type
integrated learning, enabling students to develop critical
thinking skills, actively participate in the learning
process, and generate innovative solutions to the
challenges they face (Khasanah et al., 2022). Additionally,
webbed-type integrated learning can be employed to
stimulate maximal growth in students' learning interests
(Dewi, 2017).
In conclusion, the implementation of the Problem-
Based Learning (PBL) model in webbed-type integrated
learning has a significant impact on students' learning
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November 2023, Volume 9 Issue 11, 9756-9763
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outcomes. This is evident from the higher academic
achievements of students in the experimental class using
the PBL model compared to students in the control class
using a conventional model in integrated learning.
Therefore, in integrated learning, educators need to
demonstrate creativity in delivering high-quality
teaching through various approaches, methods, and
learning models (Ruhiyat et al., 2018). The PBL model is
a framework that actively engages learners in the
learning process by presenting problems and posing
questions, enabling students to construct their own
knowledge (Maharani & Zainil, 2022).
Conclusion
Based on the research findings, it can be concluded
that the use of the Problem-Based Learning model has a
significant influence on the learning outcomes of
webbed-integrated learning. This finding is supported
by the results of the independent sample t-test, which
shows a significance value (sig) of 0.00 < 0.05, and a t-
value that is greater than the critical t-value, specifically
5.463 > 2.024. Therefore, the null hypothesis (Ho) is
rejected, and the alternative hypothesis (Ha) is accepted.
This indicates that there is a significant difference
between the average learning outcomes of webbed-
integrated learning using the Problem-Based Learning
model and the average learning outcomes of webbed-
integrated learning using conventional teaching
methods. The use of the Problem-Based Learning model
in webbed-integrated learning has a positive impact on
student learning outcomes in elementary schools. This
approach promotes better conceptual understanding,
the application of knowledge in real-world contexts, and
the development of critical and collaborative thinking
skills.
Acknowledgments
The researcher would like to express gratitude to the
supervising lecturer who provided advice, input, and
guidance in the writing of this article. We also extend our
thanks to the school principal, teachers, and third-grade
students at SDN Gugus VI, Kuranji Subdistrict, Padang City,
for their valuable contributions in supporting the
implementation of this research.
Authors Contribution
Nurul Halimah: writing-original draft preparation, result,
discussion, methodology, conclusion, review, and editing.
Alwen Bentri, Elfia Sukma and Melva Zainil: analysis and
proofreading.
Funding
This research was not funded by a funder.
Conflicts of Interest
The authors declare that there is no conflict of interest
regarding the publication of this paper.
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