PROBLEM-BASED LEARNING AS A STRATEGY FOR IMPROVING PROBLEM-SOLVING SKILLS IN SCIENCE LEARNING: A LITERATURE REVIEW

Karina Syahrul Hudda, Laifa Rahmawati

Abstract


Problem-solving skills are essential competencies that need to be developed in 21st-century science learning. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model in improving problem-solving skills through a Systematic Literature Review (SLR). This review examined 17 primary empirical research articles from the Scopus database published between 2020 and 2026. The findings indicate that PBL has a positive impact on students’ problem-solving skills. The implementation of PBL combined with STEM, electronic student worksheets (e-LKPD), PhET simulations, learning modules, computer simulations, and digital books represents a range of strategies used to support problem-solving skills. The reported skills that developed include understanding problems, formulating or planning solutions, implementing problem-solving plans, and evaluating and reflecting on solutions. Nevertheless, outcomes for each aspect varied across studies; therefore, the effectiveness of PBL should be interpreted in relation to the characteristics of the intervention, educational level, and indicators measured. This review provides an overview of the potential of PBL and its implementation variations for developing problem-solving skills in science learning.


Keywords


PBL; problem-solving skills; science learning

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DOI: https://doi.org/10.29100/eduproxima.v8i4.10981

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