PBL IN IMPROVING STUDENT LEARNING OUTCOMES AND COLLABORATION IN ELEMENTARY SCIENCE LEARNING: A SLR

Ainur Rofiqi, Siti Mas'ula, Ratna Ekawati, Slamet Arifin, Riska Pristiani

Abstract


Science learning is not only about mastering concepts, but also training scientific and analytical thinking skills. The concept of science is often abstract so that it involves observation, experimentation, and discussion. Collaboration skills therefore constitute a fundamental competency required to navigate and succeed in the demands of the 21st century. PBL is an instructional approach that uses authentic, real-world problems as the starting point for learning, which can contribute to improved learning outcomes and stronger collaboration among students. This study investigates the effectiveness of PBL in enhancing elementary students’ science learning outcomes and collaboration skills using the PRISMA protocol. The article studied is a publication for the period 2016–2026 so that the findings directly respond to the most up-to-date elementary science learning context. Data is obtained through Publish or Perish and Vosviewer to display data visualizations. The results of a review of 21 literature confirm that PBL can improve learning outcomes. The integration of digital technology shows a tendency to increase the effectiveness of PBL compared to without technological support. These results suggest that integrating PBL with interactive media enhances the visualization of abstract scientific concepts while also promoting greater cognitive engagement among students

Keywords


PBL; Learning Outcomes; Collaboration; Science Learning; Elementary School; SLR

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i4.10280

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