META-ANALYSIS EFFECTIVENESS OF PROBLEM-BASED LEARNING MODEL IN SOCIAL SCIENCES

This research is intended to analyze the effectiveness of problembased learning in social sciences settings. The study employed a quantitative approach using a meta-analysis method which is defined as the analysis of the same topic existing literature. This study referenced 4 out of 9 representative journals and was determined as the analysis unit. Subsequently, it is decided to make six sub-study out of four analysis unit. Glass’ effect size equation is employed as the data analysis. This study revealed, (1) the overall effect of the problem-based method on the students’ learning achievement standard deviation was 0,795, (2) the utilization of problem-based method showed significant result on the highly motivated and gifted students; (3) this learning method is relevant to all educational stage.


INTRODUCTION
Social sciences refer to the branch of sciences that related to human socio-cultural aspects. This learning subject prepared students to have a sense of crisis, which is empathically responded to their surroundings (e.g, the current Covid-19 pandemic). This empathy is categorized as compassionate empathy, trying to put ourselves into someone's shoes and willingly taking action to help those who are in need. That being said, one of the main points of social sciences learning is to shape students' social empathy skills not only academically but also socially.
According to previous studies concerning social sciences learning that applied the PBL approach has prompted this research employing a metaanalysis approach. To best of author's knowledge, there was scarce empirical evidence has been garnered on meta-analysis study of problembased learning methods. Besides, this article is focused on the effectiveness of PBL in social sciences learning at elementary school (SD) and middle school (SMP). The effectiveness of PBL is measured based on the social sciences average achievement score and the average value of influenced aspects in PBL applications such as motivation and IQ.

The effectiveness of problem-based learning
Problem-based learning refers to a learning model that trains scientific reasoning (Noly & Wulandari, 2018, p. 33), the students will be able to identify common sense to make an appropriate decision in solving the problem. Otherwise, PBL also contains ill-structured or open-ended which is projecting the practical problem through learning stimuli (Fogarti, 1997, p. 54). Meanwhile, Duch (1995) stated that PBL refers to students' learning efficacy where students are challenged to study efficiently.
PBL has four distinctive characteristics, the following will be mentioned below based on Savoie and Hughes (1994) as quoted from Wena (2010): Firstly, it begins with a problem statement; secondly, the interconnection of various disciplines; thirdly authentic investigation; fourthly, collaborative work. PBL emphasized complex problems without absolute right answers (Hmelo-Silver, 2004). As students solving unstructured complicated problems, they start developing common sense skills and independent learning initiatives. Consequently, Lu et al. (2014), stated that PBL improved students' ability to transfer new insights to understand complex problems and to comprehend coherent knowledge.
According to Duch et al. (2001), PBL emerged students' critical analysis skills, practical problem-solving, teamwork, and communicative skills either spoken or written. Gijbels et al. (2005) reported that PBL has a positive effect on principle knowledge that connects to a concept.
Furthermore, Dohcy et al. (2003) found that students who are exposed to PBL learning presumably have sharp memories and highly creative.

Social Science Learning
Social studies term was first coined by the committee of social studies in the U.S. Nonetheless, social studies or social sciences refer to human sociocultural aspects (Lubna et al., 2010, p. 6). It was designed to understand certain social phenomena.
According to the goals of social sciences learning the students not only accomplish the social skills to understand social phenomena but also individual skills to strive in the community as social beings. Ideally, social sciences learning material is designed in two-dimensional aspects, theoretical and practical dimensions; conceptual and factual dimensions. The theoretical dimension originated from basic concepts of social sciences (history, geography, economics, sociology, anthropology, politics, socio-psychology) which is the core of social studies. While the practical dimension is the embodiment of practical conditions within society.
Practical social concepts are valuable to our social life where the community solves the problem together. PBL is relevant to prepare students' real-life game changer situations in the future.
As quoted in Bining & Bining (1952) social sciences referred to the integrative study of social disciplines and humanity and aimed to improve community social competence in a democratic and plural environment (Tasrif, 2008, p. 1). Correspondingly John Jarolimek (1997, p. 224) asserted that "the social studies as… subject-matter content from the social science, history, sociology, political science, social psychology, anthropology, and economics. The social studies have been defined as " those portion of the social science… selected for instructional purpose". Winataputra (2005, p. 4), assumed that social sciences learning is a fusion of social discipline, state ideology, that is organized into the other social problems scientifically and psychologically at elementary and middle stage educations.
Thus, social sciences learning have defined as a broad discipline and comprehensive. As to why it compressed into an interdisciplinary approach at each educational stage. It is no surprise that social sciences are also defined as human knowledge and its social life aspects (Sumaatmadja, 1980, p.6). Particular views on the social science context learning may lead to various social interpretation in its application. Specifically, in the Indonesian context, there are many different terms of social studies at distinct educational levels, such as history, geography, economics, sociology, anthropology, accountancy, politics for the higher education stage. Unlike other subjects such as mathematics using the same terms unless the different levels of educations.

Meta-Analysis
Meta-analysis is a statistical analysis that combines multiple empirical studies. This statistical method was first developed by Karl Pearson in 1904 on medical studies. Whilst, on the 1970s this method was adapted for educational field purposed (e.g. Glass et al., 1981;Glass, 1982;Schmidt, 1994;and Hunter & Schmidt, 2004). Glass described that meta-analysis is a qualitative approach using several data and measured using the statistical method from huge sample to complete the research (Glass, 2016;in comparison to Sukamto, 1989in comparison to Sukamto, , 1991. It is required to use the same topic references in a meta-analysis study. There are several steps in a meta-analysis study according to (Merriyana A., 2006), as mentioned in the following table below:

Stages Activity
Step 1 Decide a problem or topic that will be studied Step 2 Decide the period of the analysis unit or data source Step 3 Lookup for the sorted topic that will be studied.
Step 4 Read title and abstract of related topics Step 5 Focus on the problem statement, method, and research outcome.
Step 6 Categorize the research based on the paradigm Step 7 Compare all the research based on the category, and then find the standard deviation using effect size equation.
Step 8 Analyze the conclusion by examining the study results.
Step 9 Draw the meta-analysis conclusion according to points 7 and 8.
Meta-analysis coding can easily help the process of finding the analysis units. It is important to use detailed and good related topics that provided complete statistical analysis. This matter is based on Glass (1981) that the weakness of meta-analysis is we cannot qualify good research out of its quality. A researcher who conducts a meta-analysis study is required to analyze, sort the qualified references particularly based on the methods for the proper publications in the future.

RESULT AND DISCUSS
According to the result of the average value of the magnitude phenomenon of problem-based learning that involved the other variables is displayed below. Where: This current study corresponds to Lu et al. (2014) where PBL has significant influence to enhance student's achievement to polish their critical thinking skills in contrast to the conventional learning method.
It is also simply summed up that this method applies to all educational stages, specifically in the social sciences learning context.

CONCLUSION
It is showed that highly motivated students have greater chance to be compatible or to be prepared for problem-based learning method compared to their low motivated peers, also this method fits best to students who possessed higher intelligence rather than who do not.
This learning method applies to all educational stages; from primary to tertiary schools. There was no significant difference in its all stage application given that it is utilized based on syntax.
To sum up, this learning method provided an alternative learning model for educators, particularly in developing students' critical thinking skills and problem-solving skills as well.