PROBLEM-BASED LEARNING AS A LEARNING STRATEGY: A SYSTEMATIC LITERATURE REVIEW OF ITS EFFECTS ON CRITICAL THINKING AND ACADEMIC ACHIEVEMENT

Abstract

Problem-Based Learning (PBL) is an innovative learning strategy that places real-world problems as the starting point of the learning process to encourage active student engagement and independence. This study aims to examine and synthesize empirical evidence regarding the effect of PBL on students' critical thinking skills and academic achievement through a systematic literature review approach. The method used refers to the PRISMA guidelines with a literature search conducted in four reputable electronic databases, namely Google Scholar, ERIC, Scopus, and SAGE Journals, covering publications from 2015 to 2024. Of the 214 identified articles, 32 articles met the inclusion criteria and were analyzed using a narrative synthesis method. The review results showed that 81.25% of studies reported that PBL had a significant effect on improving critical thinking skills, while 68.75% of studies reported a positive effect on student academic achievement. The effectiveness of PBL is influenced by four main factors: the quality of problem design, teacher pedagogical competence, student characteristics, and learning time allocation. Inconsistencies in findings across studies were associated with inappropriate assessment instruments and teachers' lack of preparedness as facilitators. This review concludes that PBL is an effective and relevant learning strategy for widespread implementation, with recommendations for ongoing teacher training and the development of a more flexible curriculum to optimize the implementation of PBL at various levels of education.