Comparative Effects of Problem-Solving Learning Models on Student Discipline and IPAS Learning Outcomes in Primary Schools
Keywords:
problem-solving learning, student discipline, learning outcomes, primary educationAbstract
This study examines the comparative effects of three problem-solving learning models—Creative Problem Solving (CPS), Problem-Based Learning (PBL), and Project-Based Learning (PjBL)—on student discipline and IPAS learning outcomes in primary schools. Employing a quasi-experimental pretest–posttest control group design, the research involved 144 fifth-grade students from public primary schools in East Java, Indonesia, assigned to four groups (CPS, PBL, PjBL, and conventional instruction). Data were collected using validated discipline instruments and standardized IPAS achievement measures over a 12-week intervention period. Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) were applied to control for baseline differences and examine both univariate and multivariate effects.
The findings reveal that all problem-solving-based models significantly outperformed conventional instruction in improving student discipline and IPAS learning outcomes. Notably, CPS demonstrated the strongest effect on student discipline, while PBL yielded the highest gains in IPAS achievement. Effect size analyses indicated large practical effects, underscoring the substantive educational impact of these instructional approaches. Comparative post-hoc analyses further confirmed that instructional effectiveness varied by outcome domain rather than indicating a single universally superior model.
These results highlight the importance of aligning instructional design with targeted learning outcomes and contribute to the growing evidence supporting problem-centered pedagogies in primary education. The study offers theoretical insights into differentiated learning mechanisms and provides practical implications for implementing learner-centered, competency-oriented instruction in integrated science curricula
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