Combination of Project-based Learning and Flipped Classroom (PjBL-FC) Models on Student Learning Achievement: Meta-Analysis Study

Abstract

This study aims to examine the effectiveness of the combination of Project-based Learning and Flipped Classroom (PjBL-FC) models on student learning achievement through a meta-analysis approach. This learning strategy is considered potential in developing active and meaningful learning in the 21st century education era. The meta-analysis was conducted on 13 articles published between 2019 and 2024 and met the inclusion criteria, using a random-effects model to accommodate variations between studies. The results of the analysis showed that the PjBL-FC model had a significant impact on improving student learning achievement, with a combined effect size value of g = 1.22 (p <0.01), which is included in the large effect category. However, this study has limitations in the form of high heterogeneity between studies (I² = 79.61%), limitations in the experimental quantitative research design, and the lack of in-depth exploration of moderator factors, such as student background, digital infrastructure readiness, and quality of learning implementation. Therefore, it is recommended that further research explore the contextual factors that influence the effectiveness of the PjBL-FC model.