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 |
| 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 |
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