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Izza Fahrina Safitri
Universitas Jember
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effects of Problem-Based Learning on Scientific Reasoning in Science Subjects in Junior High School A Review Izza Fahrina Safitri; Sri Wahyuni; Siti Shofa Assyfaul Qulbi Barid; Sri Rejeki Dwi Astuti
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1010

Abstract

Education in the 21st century requires learning that builds students' scientific thinking skills, especially scientific reasoning. However, science learning in junior high schools still mostly uses conventional methods, which results in students' scientific reasoning skills remaining low. This study aims to explore the forms of PBL implementation, its impact on scientific reasoning, and the factors supporting its success through the Systematic Literature Review (SLR) method with selection following PRISMA 2020. The results obtained from 200 articles were 15 articles selected using Google Scholar and Publish or Perish (PoP) to analyze the implementation patterns, impacts, and factors supporting the success of PBL. The results show that PBL consistently improves scientific reasoning through real problem-solving activities, scientific exploration, and group discussions. Factors that promote success include problem design that is relevant to the context, the role of teachers as facilitators, the use of tools and technology, and student preparation in the investigation process. This study confirms that PBL is an effective model for improving scientific reasoning skills in junior high school students. Further research can focus on the development of digital technology integration in PBL, the impact of implementation duration on the sustainability of scientific reasoning skill improvement, and the evaluation of PBL effectiveness using teaching methods.
Co-Authors Siti Shofa Assyfaul Qulbi Barid Sri Rejeki Dwi Astuti Sri Wahyuni