Effectiveness of Problem Based Learning Models on Student Argumentation Text Analysis Abilities

Rahayu Fitri; Upit Yulianti DN

doi:10.58230/mnbb5306

Authors

Rahayu Fitri Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas PGRI Sumatera Barat, Padang, Indonesia
Upit Yulianti DN Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas PGRI Sumatera Barat, Padang, Indonesia

DOI:

https://doi.org/10.58230/mnbb5306

Keywords:

Problem-Based Learning, ability to analyse argumentation text

Abstract

This study examines the effectiveness of Problem-Based Learning (PBL) in improving students’ argumentative-text analysis skills. It addresses the limited empirical evidence on the use of PBL for analytical reading of argumentative texts and evaluates its contribution to higher-order analytical skills.

A quantitative quasi-experimental pre-test–post-test control group design was employed with 132 students selected through purposive sampling, consisting of 67 students in the experimental group and 65 in the control group. Data were collected using a validated argumentative-text analysis test. Paired-samples t-tests were used to examine within-group improvement, while independent-samples t-tests assessed differences between groups. N-Gain measured learning improvement, and Cohen’s d determined the effect size.

The groups showed comparable initial abilities. Both groups improved significantly after instruction, but the experimental group achieved substantially higher post-test performance. The experimental group obtained a moderate N-Gain (0.52), while the control group showed a low N-Gain (0.26). The intervention produced a very large effect size (Cohen’s d = 2.94), indicating a substantial effect of PBL on argumentative-text analysis skills.

PBL is effective in improving students’ ability to analyse argumentative texts. The study extends PBL application from general language learning to argumentative-text analysis and highlights its potential to strengthen analytical reading, evidence evaluation, discussion, inquiry, and higher-order reasoning in language education.

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