Problem-based learning in science education: A systematic review of its effectiveness and research trends in Indonesia
DOI:
https://doi.org/10.21831/jpip.v19i2.99166Keywords:
Problem Based Learning, literature review, Science Education, learning outcomes, IndonesiaAbstract
Science education continues to face persistent challenges, including low learning outcomes and students' underdeveloped critical thinking skills. While Problem-Based Learning (PBL) has been widely recommended as a pedagogical solution, comprehensive reviews synthesizing its research trends and effectiveness within the Indonesian national context remain scarce. This study aims to analyze the trends, methodological approaches, and reported impacts of PBL implementation in science education. Employing a literature review design, data were collected from 15 SINTA-indexed national articles published between 2020 and 2024. The articles were analyzed through content analysis to identify patterns in educational levels, research designs, supporting media, and learning outcomes. The findings reveal that PBL is predominantly applied at the elementary school level, with Classroom Action Research (CAR) being the most frequently employed methodology. All reviewed studies reported positive impacts of PBL on students' learning outcomes, conceptual understanding, and critical thinking skills, with varying degrees of improvement observed across specific instructional cycles. Furthermore, the integration of supporting media—such as audio-visual materials, dioramas, and e-comics—was found to significantly enhance PBL's effectiveness. These findings provide a roadmap for future PBL research, particularly by encouraging exploration at higher education levels, enriching science topics that have received little attention, and integrating innovative media based on local wisdom to meet the demands of 21st-century scientific literacy.
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