PROBLEM-BASED LEARNING IN CHEMISTRY EDUCATION: ITS IMPACT ON UNIVERSITY STUDENTS’ CRITICAL THINKING SKILLS IN INDONESIA
DOI:
https://doi.org/10.5281/zenodo.21404708Keywords:
chemistry education, critical thinking skills, students, problem-based learning, collegeAbstract
This study aims to analyze the application of Problem-Based Learning (PBL) in chemistry education and its impact on students' critical thinking skills in Indonesian universities. The research uses a qualitative approach with a literature study method through searching for articles on Scopus, Web of Science, ScienceDirect, ERIC, and Google Scholar published in the period 2021–2026. The literature selection process was carried out in a structured manner based on the principles of PRISMA 2020 by considering the suitability of the topic, the context of higher education, the application of PBL, and the measurement of critical thinking skills. Data were analyzed using thematic content analysis through the stages of reduction, grouping, comparison, interpretation, and synthesis. The results of the study show that PBL consistently has a positive influence on students' ability to interpret problems, analyze information, evaluate evidence, formulate inferences, provide scientific explanations, and self-regulation. The effectiveness of PBL is strongest when learning uses authentic problems, investigative activities, collaborative discussions, solution presentations, metacognitive reflection, and technology support. However, the impact of PBL is not uniform because it is influenced by initial knowledge, student motivation, group dynamics, problem quality, lecturer facilitation ability, duration of intervention, and assessment instruments used. This study concludes that PBL is a relevant approach to strengthen critical thinking skills in chemistry learning, but its implementation requires systematic planning, scaffolding, and evaluation. Further research is recommended to use more robust experimental designs, cross-university samples, longer durations, and standardized critical thinking instruments so that the findings have better validity and generalization. These findings provide a conceptual basis for lecturers and study program managers to design chemistry learning that is contextual, participatory, evidence-based, inclusive, sustainable, and oriented towards complex real-world problem-solving.
Downloads
References
Carrera-Rivera, A., Ochoa, W., Larrinaga, F., & Lasa, G. (2022). How-to conduct a systematic literature review: A quick guide for computer science research. MethodsX, 9, Article 101895. https://doi.org/10.1016/j.mex.2022.101895
Dong, M., Li, F., & Chang, H. (2023). Trends and hotspots in critical thinking research over the past two decades: Insights from a bibliometric analysis. Heliyon, 9(6), Article e16934. https://doi.org/10.1016/j.heliyon.2023.e16934
Ijirana, Aminah, S., Supriadi, & Magfirah. (2022). Critical thinking skills of chemistry education students in team project-based STEM-metacognitive skills learning during the COVID-19 pandemic. Journal of Technology and Science Education, 12(2), 397–409. https://doi.org/10.3926/jotse.1697
Irwanto. (2023). Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning. Journal of Technology and Science Education, 13(1), 23–35. https://doi.org/10.3926/jotse.1796
Lu, L., Mustakim, S. S., & Muhamad, M. M. (2025). A meta-analysis of the effectiveness of problem-based learning on critical thinking. European Journal of Educational Research, 14(3), 789–804. https://doi.org/10.12973/eu-jer.14.3.789
Miterianifa, Ashadi, Saputro, S., & Suciati. (2021). A conceptual framework for empowering students’ critical thinking through problem-based learning in chemistry. Journal of Physics: Conference Series, 1842(1), Article 012046. https://doi.org/10.1088/1742-6596/1842/1/012046
Muhali, & Asy’ari, M. (2026). Conceptual problem-based learning model: Promising intervention to enhance prospective science teachers’ critical thinking skills. Social Sciences & Humanities Open, 13, Article 102509. https://doi.org/10.1016/j.ssaho.2026.102509
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71
Sauer, P. C., & Seuring, S. (2023). How to conduct systematic literature reviews in management research: A guide in 6 steps and 14 decisions. Review of Managerial Science, 17(5), 1899–1933. https://doi.org/10.1007/s11846-023-00668-3
Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), 117–138. https://doi.org/10.29333/iji.2021.1428a
Wahyudiati, D. (2022). The critical thinking skills and scientific attitudes of pre-service chemistry teachers through the implementation of problem-based learning model. Jurnal Penelitian Pendidikan IPA, 8(1), 216–221. https://doi.org/10.29303/jppipa.v8i1.1278
Yennita, & Zukmadini, A. Y. (2021). Problem-based learning and blended learning in improving critical thinking skills and student learning activities in biochemistry courses. Journal of Physics: Conference Series, 1731(1), Article 012007. https://doi.org/10.1088/1742-6596/1731/1/012007
