Cognitive Ability Improvement through Problem Based Learning: A Gender-Based Analysis of Elementary Students
Abstract
This study investigated the effect of the Problem-Based Learning (PBL) model on students’ cognitive ability from a gender perspective among sixth-grade students at SD Negeri 6 Purwawinangun. A quantitative pre-experimental one-group pretest-posttest design was employed with 16 students (6 male, 10 female). A 10-item validated multiple-choice instrument covering Bloom’s Taxonomy levels C1–C4 was used. Data were analysed using descriptive statistics, the Shapiro-Wilk test, and the Mann-Whitney U test. Male students’ mean scores increased from 71.67 to 81.67 (+13.95%), while female students’ scores rose from 82.00 to 86.00 (+4.88%). The Mann-Whitney U test yielded Sig. = 0.463 > 0.05, indicating no statistically significant gender difference. The rank-biserial correlation (r ≈ 0.18–0.27) confirmed a small-to-negligible effect size. Although no significant gender gap was detected, PBL demonstrated a positive tendency towards improving cognitive ability in Pancasila Education for both groups.
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DOI: https://doi.org/10.21107/edutic.v13i2.34461
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