Enhancing Conceptual Understanding in Elementary Science Learning through the Problem-Based Learning Model: A Literature Review
Abstract
Problem-Based Learning (PBL) has been widely recognized as an effective pedagogical model for improving students’ understanding of science by encouraging active engagement, critical thinking, and problem-solving. This study aimed to analyze conceptually how the application of PBL can enhance students’ comprehension in natural science learning at the elementary school level. A library research design was employed, drawing upon books, journal articles, and relevant prior studies, which were systematically reviewed and synthesized to examine theoretical foundations, practical implementations, and empirical findings of PBL in science education. The analysis revealed that PBL facilitates higher-order thinking skills by providing authentic problem contexts that require inquiry, collaboration, and reflective learning, thereby improving students’ conceptual mastery and their ability to connect scientific principles with real-life experiences. Furthermore, PBL was shown to strengthen creativity, motivation, communication, and collaboration among learners, making it an appropriate model to prepare students with competencies aligned to 21st-century education. The novelty of this study lies in its contextualization of PBL within Indonesian elementary education, highlighting both its theoretical potential and practical relevance for improving science literacy. The findings imply that educators, curriculum developers, and policymakers should consider integrating PBL as a strategic instructional model to enhance the quality of science teaching and learning, while future studies are encouraged to validate these insights through classroom-based empirical research.
Downloads
References
Adauyah, R., & Aznam, N. (2024). Guided inquiry learning model in chemistry education: A systematic review. Jurnal Penelitian Pendidikan IPA, 10(3), 77-87. https://doi.org/10.29303/jppipa.v10i3.6373
Afra, N. C., Osta, I., & Zoubeir, W. (2009). Students' alternative conceptions about electricity and effect of inquiry-based teaching strategies. International Journal of Science and Mathematics Education, 7(1), 103-132. https://doi.org/10.1007/s10763-007-9106-7
Akcay, B., & Benek, İ. (2024). Problem-based learning in Türkiye: A systematic literature review of research in science education. Education Sciences, 14(3), 330. https://doi.org/10.3390/educsci14030330
Ammar, M., Al-Thani, N. J., & Ahmad, Z. (2024). Role of pedagogical approaches in fostering innovation among K-12 students in STEM education. Social Sciences & Humanities Open, 9, 100839. https://doi.org/10.1016/j.ssaho.2024.100839
Ariza, M. R., Christodoulou, A., van Harskamp, M., Knippels, M.-C. P. J., Kyza, E. A., Levinson, R., & Agesilaou, A. (2021). Socio-scientific inquiry-based learning as a means toward environmental citizenship. Sustainability, 13(20), 11509. https://doi.org/10.3390/su132011509
Ayu, H. D., Chusniyah, D. A., Kurniawati, M. P., Purwanti, P. F., Lukitawanti, S. D., & Putri, A. N. (2024). Problem-based learning (PBL) as an effective solution to enhance understanding of physics concepts: Systematic literature review. Journal of Environment and Sustainability Education, 2(2). https://doi.org/10.62672/joease.v2i2.29
Baltikian, M., Kärkkäinen, S., & Kukkonen, J. (2024). Assessment of scientific literacy levels among secondary school students in Lebanon: Exploring gender-based differences. Eurasia Journal of Mathematics, Science and Technology Education, 20(3), em2407. https://doi.org/10.29333/ejmste/14279
Cai, S., Jiao, X., Li, J., Jin, P., Zhou, H., & Wang, T. (2022). Conceptions of learning science among elementary school students in AR learning environment: A case study of "The Magic Sound." Sustainability, 14(11), 6783. https://doi.org/10.3390/su14116783
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students' perceptions, benefits, and limitations. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2290342
Drăghicescu, L. M., Petrescu, A.-M., Cristea, G. C., Gorghiu, L. M., & Gorghiu, G. (2014). Application of problem-based learning strategy in science lessons - Examples of good practice. Procedia - Social and Behavioral Sciences, 149, 297-301. https://doi.org/10.1016/j.sbspro.2014.08.245
French, S., Dickerson, A., & Mulder, R. A. (2024). A review of the benefits and drawbacks of high-stakes final examinations in higher education. Higher Education, 88(3), 893-918. https://doi.org/10.1007/s10734-023-01148-z
Hogan, D., & O'Flaherty, J. (2021). Addressing education for sustainable development in the teaching of science: The case of a biological sciences teacher education program. Sustainability, 13(21), 12028. https://doi.org/10.3390/su132112028
Jumhur, A. A., Avianti, R. A., Nurfitri, P. E., & Mahir, I. (2024). Implementation of problem-based learning to improve critical thinking ability of vocational students in Jakarta. European Journal of Education and Pedagogy, 5(5), 16-24. https://doi.org/10.24018/ejedu.2024.5.5.860
Kotsis, K. T. (2024). Significance of experiments in inquiry-based science teaching. European Journal of Education and Pedagogy, 5(2), 86-92. https://doi.org/10.24018/ejedu.2024.5.2.815
Marthaliakirana, A. D., Suwono, H., Saefi, M., & Gofur, A. (2022). Problem-based learning with metacognitive prompts for enhancing argumentation and critical thinking of secondary school students. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2148. https://doi.org/10.29333/ejmste/12304
Martin-Alguacil, N., Avedillo, L., Mota-Blanco, R., & Gallego-Agundez, M. (2024). Student-centered learning: Some issues and recommendations for its implementation in a traditional curriculum setting in health sciences. Education Sciences, 14(11), 1179. https://doi.org/10.3390/educsci14111179
Nicholus, G., Muwonge, C. M., & Joseph, N. (2023). The role of problem-based learning approach in teaching and learning physics: A systematic literature review. F1000Research, 12, 951. https://doi.org/10.12688/f1000research.136339.2
Nicholus, G., Nzabahimana, J., & Muwonge, C. M. (2024). Evaluating video-based PBL approach on performance and critical thinking ability among Ugandan form-2 secondary school students. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2346040
Putri, D. S., Pramswari, L. P., Suryana, S. I., & Widodo, A. (2021). Analysis of the nature of science in elementary school science curriculum and its empowerment in student book. Jurnal Penelitian Pendidikan IPA, 7(3), 488-495. https://doi.org/10.29303/jppipa.v7i3.763
Rafiq, A. A., Triyono, M. B., & Djatmiko, I. W. (2023). The integration of inquiry and problem-based learning and its impact on increasing the vocational student involvement. International Journal of Instruction, 16(1), 659-684. https://doi.org/10.29333/iji.2023.16137a
Rahmania, T. (2024). Exploring school environmental psychology in children and adolescents: The influence of environmental and psychosocial factors on sustainable behavior in Indonesia. Heliyon, 10(18), e37881. https://doi.org/10.1016/j.heliyon.2024.e37881
Sisrayanti, Maksum, H., Waskito, & Sabrina, E. (2024). The effect of the problem-based learning model on 21st century student skills: A meta-analysis. The Indonesian Journal of Computer Science, 13(2). https://doi.org/10.33022/ijcs.v13i2.3849
Sukackė, V., Guerra, A. O. P. de C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L., Blanch, S., Marbà-Tallada, A., & Brose, A. (2022). Towards active evidence-based learning in engineering education: A systematic literature review of PBL, PjBL, and CBL. Sustainability, 14(21), 13955. https://doi.org/10.3390/su142113955
Uliyandari, M., Emilia Candrawati, Anna Ayu Herawati, & Nurlia Latipah. (2021). Problem-based learning to improve concept understanding and critical thinking ability of science education undergraduate students. IJORER: International Journal of Recent Educational Research, 2(1), 65-72. https://doi.org/10.46245/ijorer.v2i1.56
Valente, B., Maurício, P., & Faria, C. (2024). The influence of real-context scientific activities on preservice elementary teachers' thinking and practice of nature of science and scientific inquiry. Science & Education, 33(1), 5-27. https://doi.org/10.1007/s11191-022-00377-5
Van den Broeck, L., De Laet, T., Dujardin, R., Tuyaerts, S., & Langie, G. (2024). Unveiling the competencies at the core of lifelong learning: A systematic literature review. Educational Research Review, 45, 100646. https://doi.org/10.1016/j.edurev.2024.100646
Viehmann, C., Fernández Cárdenas, J. M., & Reynaga Peña, C. G. (2024). The use of socioscientific issues in science lessons: A scoping review. Sustainability, 16(14), 5827. https://doi.org/10.3390/su16145827
Widowati, C., Purwanto, A., & Akbar, Z. (2021). Problem-based learning integration in STEM education to improve environmental literacy. International Journal of Multicultural and Multireligious Understanding, 8(7), 374. https://doi.org/10.18415/ijmmu.v8i7.2836
Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The effects of problem-based, project-based, and case-based learning on students' motivation: A meta-analysis. Educational Psychology Review, 36(1), 29. https://doi.org/10.1007/s10648-024-09864-3
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, 104415. https://doi.org/10.1016/j.tate.2023.104415
Wu, X.-Y. (2024). Unveiling the dynamics of self-regulated learning in project-based learning environments. Heliyon, 10(5), e27335. https://doi.org/10.1016/j.heliyon.2024.e27335
Yu, H. (2024). RETRACTED: Enhancing creative cognition through project-based learning: An in-depth scholarly exploration. Heliyon, 10(6), e27706. https://doi.org/10.1016/j.heliyon.2024.e27706
Yunianto, T., Nur Hidayati, A., Maya Sari, T., & Qiftiyah, M. (2024). Optimization of problem-based learning model in thematic learning in elementary schools. EDUCARE: Journal of Primary Education, 5(2), 181-194. https://doi.org/10.35719/educare.v5i2.305
Zamiri, M., & Esmaeili, A. (2024). Strategies, methods, and supports for developing skills within learning communities: A systematic review of the literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
Authors who publish with ISEJ: Indonesian Science Education Journal agree to the following terms:
- Authors retain copyright and grant the ISEJ: Indonesian Science Education Journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
