Trends and Effectiveness of Problem-Based Learning in Enhancing Critical Thinking: A Systematic Literature Review of The Last 10 Years

Abstract

This study aims to analyze the trends and effectiveness of Problem-Based Learning (PBL) in improving students’ critical thinking skills over the last ten years. This study employed a systematic literature review approach using the PRISMA method, which included identification, screening, eligibility, and inclusion stages. A total of 51 articles were selected from the Dimensions database using keywords related to PBL, critical thinking, and science education. The findings showed that PBL consistently had a positive effect on students’ critical thinking skills, particularly in analysis, problem-solving, and conceptual understanding. Most studies were conducted at the senior high school level, while research at the junior high school and higher education levels remained limited. In terms of learning media, the majority of studies still implemented PBL without technology integration, although several studies utilized videos, simulations, e-modules, and multimedia, which produced more optimal results. In addition, research topics were predominantly focused on dynamics, whereas other physics topics remained underexplored. This study highlights gaps in technology integration and research distribution. Therefore, future studies are recommended to develop technology-based PBL and expand its implementation across various educational levels and learning materials.