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The Application of Problem-Based Learning Models with Peer Tutoring Assistance on Problem-Solving Abilities and Cognitive Learning Outcomes in Science for Junior High School Students

Journal of Environmental and Science Education · Vol. 6 No. 1 (2026) · pp. 14–23

DOI
10.15294/jese.v6i1.42408
ISSN
2775-2518, 2797-0175
Published
2026-10-26
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

The implementation of the Merdeka curriculum as an effort to improve the quality of education focuses on 21st-century skills, including critical thinking skills, which are essential for problem-solving. Evidence indicates junior high school students exhibit low problem-solving and cognitive ability. This study aims to analyze the differences and levels of problem-solving ability and cognitive outcomes in science after implementing a Problem-Based Learning model supported by Peer Tutoring. This quasi-experimental research used a non-equivalent control group design at Semarang State Junior High School 8, with cluster random sampling. Data were gathered through observation, test, and documentation. The research results showed a significant improvement in problem-solving ability and cognitive outcomes in science after implementing the Problem-Based Learning (PBL) model with Peer Tutoring. This is evidenced by the results of an independent t-test, which found that tcount was greater than ttable. The average posttest problem-solving score in the experimental class was higher (80.8) than in the control class (70.7). Similarly, the average posttest score for cognitive learning outcomes in science in the experimental class was higher (81.6) than in the control class (74.4). Analysis of problem-solving ability level and cognitive learning outcomes level showed an increase in the number of students in each indicator's good and very good criteria.

Keywords

Collaboration network of the authors

40 authors · 167 co-authorship links · 14 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • University of Szeged
  • Diponegoro University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Novi Ratna DewiState University of Semarang8
Rizki Nor AmeliaAffiliation unknown3
Melissa Salma DarmawanState University of Semarang3
Tiara Dwi WulandariAffiliation unknown2
Erna Noor SavitriState University of Semarang2
Fitri DaeniAffiliation unknown2
Arif WidiyatmokoState University of Semarang2
Fidia FibrianaState University of Semarang2
Luthfi Hanum SaputriAffiliation unknown2
Ayu RahayuAffiliation unknown2
yeni setyowatiAffiliation unknown2
Alfiana Nur Rosita MayantiAffiliation unknown1
Luky HidayatAffiliation unknown1
Wiyanto WiyantoState University of Semarang1
Andhina Putri HeriyantiDiponegoro University1
Dewi MustikaningtyasAffiliation unknown1
Putri Alifa KholilAffiliation unknown1
Cintiya Egi PurwadiAffiliation unknown1
Maulana Malik WicaksonoAffiliation unknown1
Riska Laila MukaromahAffiliation unknown1
Farah Fitrotun NisaAffiliation unknown1
Naina Rizki KenarniAffiliation unknown1
Adi Franata JayaAffiliation unknown1
R SusantiAffiliation unknown1
Stephani Diah PamelasariState University of Semarang1
Sigit PriatmokoState University of Semarang1
Andin Vita AmaliaAffiliation unknown1
Suharto LinuwihAffiliation unknown1
Intan RahmaliaAffiliation unknown1
Dita Seplita SariAffiliation unknown1
Nihayatul BidayahAffiliation unknown1
Riza ArifudinState University of Semarang1
Novi Ratna DewiAffiliation unknown1
Rizki Nor AmeliaAffiliation unknown1
Tiara DamayantiAffiliation unknown1
Anggita AnggitaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jese/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The Application of Problem-Based Learning Models with Peer Tutoring Assistance on Problem-Solving Abilities and Cognitive Learning Outcomes in Science for Junior High School Students</dc:title>
	<dc:creator xml:lang="en">Nabilah</dc:creator>
	<dc:creator xml:lang="en">Aji, Septiko</dc:creator>
	<dc:creator xml:lang="en">Ahganiya Naufal, Muhammad</dc:creator>
	<dc:creator xml:lang="en">Listiaji, Prasetyo</dc:creator>
	<dc:subject xml:lang="en">Problem-Based Learning</dc:subject>
	<dc:subject xml:lang="en">Peer Tutoring</dc:subject>
	<dc:subject xml:lang="en">Problem-Solving Ability</dc:subject>
	<dc:subject xml:lang="en">Cognitive Learning Outcomes</dc:subject>
	<dc:description xml:lang="en">The implementation of the Merdeka curriculum as an effort to improve the quality of education focuses on 21st-century skills, including critical thinking skills, which are essential for problem-solving. Evidence indicates junior high school students exhibit low problem-solving and cognitive ability. This study aims to analyze the differences and levels of problem-solving ability and cognitive outcomes in science after implementing a Problem-Based Learning model supported by Peer Tutoring. This quasi-experimental research used a non-equivalent control group design at Semarang State Junior High School 8, with cluster random sampling. Data were gathered through observation, test, and documentation. The research results showed a significant improvement in problem-solving ability and cognitive outcomes in science after implementing the Problem-Based Learning (PBL) model with Peer Tutoring. This is evidenced by the results of an independent t-test, which found that tcount was greater than ttable. The average posttest problem-solving score in the experimental class was higher (80.8) than in the control class (70.7). Similarly, the average posttest score for cognitive learning outcomes in science in the experimental class was higher (81.6) than in the control class (74.4). Analysis of problem-solving ability level and cognitive learning outcomes level showed an increase in the number of students in each indicator's good and very good criteria.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-10-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jese/article/view/42408</dc:identifier>
	<dc:identifier>10.15294/jese.v6i1.42408</dc:identifier>
	<dc:source xml:lang="en">Journal of Environmental and Science Education; Vol. 6 No. 1 (2026): Journal of Environmental and Science Education: April 2026; 14-23</dc:source>
	<dc:source>2775-2518</dc:source>
	<dc:source>2797-0175</dc:source>
	<dc:source>10.15294/jese.v6i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jese/article/view/42408/9142</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Journal of Environmental and Science Education</dc:rights>
</oai_dc:dc>