Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQ
This study investigates the comparative effectiveness of three instructional models—Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning—on students’ academic achievement while controlling for Intelligence Quotient (IQ) using ANCOVA. Conducted at Pondok Pesantren Mode...
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| Format: | Article |
| Language: | English |
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Universitas Jambi
2025-08-01
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| Series: | Edumatica: Jurnal Pendidikan Matematika |
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| Online Access: | https://online-journal.unja.ac.id/edumatica/article/view/45436 |
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| author | ahmad lutfi Alfizah Ayu Indria Sari |
| author_facet | ahmad lutfi Alfizah Ayu Indria Sari |
| author_sort | ahmad lutfi |
| collection | DOAJ |
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This study investigates the comparative effectiveness of three instructional models—Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning—on students’ academic achievement while controlling for Intelligence Quotient (IQ) using ANCOVA. Conducted at Pondok Pesantren Modern Nurul Ikhlas, the study employed a quasi-experimental design involving 120 Grade X students randomly assigned to three treatment groups. IQ was measured using Raven’s Progressive Matrices and treated as a covariate. The post-test achievement scores were analyzed using ANCOVA to examine the adjusted effects of each instructional model. Results indicate that the instructional model had a statistically significant effect on student achievement (p < 0.001), with PjBL outperforming both PBL and Discovery Learning. No significant difference was found between PBL and Discovery Learning. The findings suggest that instructional strategies significantly influence learning outcomes independent of students’ cognitive abilities. Furthermore, controlling for IQ increased the internal validity of the study and provided a clearer understanding of pedagogical impact. The study contributes to the development of evidence-based instructional strategies and supports the integration of constructivist models in diverse educational settings, including faith-based institutions. These findings underscore the importance of professional development and instructional innovation in enhancing academic achievement.
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| format | Article |
| id | doaj-art-01dba07f9e394e388e522fca8dc9e01b |
| institution | Matheson Library |
| issn | 2088-2157 2580-0779 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Universitas Jambi |
| record_format | Article |
| series | Edumatica: Jurnal Pendidikan Matematika |
| spelling | doaj-art-01dba07f9e394e388e522fca8dc9e01b2025-08-02T14:15:12ZengUniversitas JambiEdumatica: Jurnal Pendidikan Matematika2088-21572580-07792025-08-0115210.22437/edumatica.v15i2.45436Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQahmad lutfi0Alfizah Ayu Indria Sari1Manna wa salwa Islamic economics collegeManna wa salwa Islamic economics college This study investigates the comparative effectiveness of three instructional models—Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning—on students’ academic achievement while controlling for Intelligence Quotient (IQ) using ANCOVA. Conducted at Pondok Pesantren Modern Nurul Ikhlas, the study employed a quasi-experimental design involving 120 Grade X students randomly assigned to three treatment groups. IQ was measured using Raven’s Progressive Matrices and treated as a covariate. The post-test achievement scores were analyzed using ANCOVA to examine the adjusted effects of each instructional model. Results indicate that the instructional model had a statistically significant effect on student achievement (p < 0.001), with PjBL outperforming both PBL and Discovery Learning. No significant difference was found between PBL and Discovery Learning. The findings suggest that instructional strategies significantly influence learning outcomes independent of students’ cognitive abilities. Furthermore, controlling for IQ increased the internal validity of the study and provided a clearer understanding of pedagogical impact. The study contributes to the development of evidence-based instructional strategies and supports the integration of constructivist models in diverse educational settings, including faith-based institutions. These findings underscore the importance of professional development and instructional innovation in enhancing academic achievement. https://online-journal.unja.ac.id/edumatica/article/view/45436academic achievementANCOVAconstructivisminstructional modelsproject-based learning |
| spellingShingle | ahmad lutfi Alfizah Ayu Indria Sari Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQ Edumatica: Jurnal Pendidikan Matematika academic achievement ANCOVA constructivism instructional models project-based learning |
| title | Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQ |
| title_full | Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQ |
| title_fullStr | Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQ |
| title_full_unstemmed | Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQ |
| title_short | Comparative Effectiveness of PBL, PjBL, and Discovery Learning in Pesantren: Controlling for IQ |
| title_sort | comparative effectiveness of pbl pjbl and discovery learning in pesantren controlling for iq |
| topic | academic achievement ANCOVA constructivism instructional models project-based learning |
| url | https://online-journal.unja.ac.id/edumatica/article/view/45436 |
| work_keys_str_mv | AT ahmadlutfi comparativeeffectivenessofpblpjblanddiscoverylearninginpesantrencontrollingforiq AT alfizahayuindriasari comparativeeffectivenessofpblpjblanddiscoverylearninginpesantrencontrollingforiq |