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Unveiling the Global Instructional Impact of Problem-Based Learning in Science Education: A Comprehensive Systematic Review

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Title: Unveiling the Global Instructional Impact of Problem-Based Learning in Science Education: A Comprehensive Systematic Review
Language: English
Authors: Harry Affandy (ORCID 0000-0001-9658-0625), Widha Sunarno, Risa Suryana, Harjana
Source: Interdisciplinary Journal of Problem-based Learning. 2026 20(1).
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Problem Based Learning, Science Education, Global Approach, Foreign Countries, Comparative Education, Curriculum Development, Critical Thinking, Cooperative Learning, Instructional Design, Instructional Materials, Learning Processes, Outcomes of Education, Instructional Effectiveness
Geographic Terms: Malaysia, Turkey, South Korea, Indonesia
ISSN: 1541-5015
Abstract: This study aimed to explore the application of problem-based learning (PBL) in science education in different countries. PBL is considered an effective learning approach for developing critical thinking, collaboration, and problem-solving skills; however, its implementation is often hampered by challenges in instructional design, limited resources, and diverse social and cultural contexts. Therefore, the current findings related to the application of PBL in science education were examined through a systematic literature review approach. The method used is a comprehensive analysis of various studies that discuss the effectiveness of PBL in various countries. The results suggest that although PBL enhances students' critical thinking and collaboration skills, its success is strongly influenced by adaptive instructional design, adaptation of learning materials to the local context, and teacher training. Furthermore, cultural and social diversity also influences how students interact with learning. The findings suggest the importance of developing a more adaptive and context-based curriculum, integrating technology, and customizing project-based evaluation to support students' active engagement in the learning process. The results guide future curriculum innovation in science education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506116
Database: ERIC
FullText Links:
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  Data: Unveiling the Global Instructional Impact of Problem-Based Learning in Science Education: A Comprehensive Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Harry+Affandy%22">Harry Affandy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9658-0625">0000-0001-9658-0625</externalLink>)<br /><searchLink fieldCode="AR" term="%22Widha+Sunarno%22">Widha Sunarno</searchLink><br /><searchLink fieldCode="AR" term="%22Risa+Suryana%22">Risa Suryana</searchLink><br /><searchLink fieldCode="AR" term="%22Harjana%22">Harjana</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Interdisciplinary+Journal+of+Problem-based+Learning%22"><i>Interdisciplinary Journal of Problem-based Learning</i></searchLink>. 2026 20(1).
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
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  Data: 22
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  Data: <searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink><br /><searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1541-5015
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to explore the application of problem-based learning (PBL) in science education in different countries. PBL is considered an effective learning approach for developing critical thinking, collaboration, and problem-solving skills; however, its implementation is often hampered by challenges in instructional design, limited resources, and diverse social and cultural contexts. Therefore, the current findings related to the application of PBL in science education were examined through a systematic literature review approach. The method used is a comprehensive analysis of various studies that discuss the effectiveness of PBL in various countries. The results suggest that although PBL enhances students' critical thinking and collaboration skills, its success is strongly influenced by adaptive instructional design, adaptation of learning materials to the local context, and teacher training. Furthermore, cultural and social diversity also influences how students interact with learning. The findings suggest the importance of developing a more adaptive and context-based curriculum, integrating technology, and customizing project-based evaluation to support students' active engagement in the learning process. The results guide future curriculum innovation in science education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Comparative Education
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Learning Processes
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Malaysia
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      – SubjectFull: Turkey
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      – SubjectFull: South Korea
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      – SubjectFull: Indonesia
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      – TitleFull: Unveiling the Global Instructional Impact of Problem-Based Learning in Science Education: A Comprehensive Systematic Review
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