Narrative Review: Teaching Preservatives Using Problem-Based Learning (PBL) In Chemistry Education

Nur Afifah Jafaruddin (Jurusan Pendidikan IPA, Universitas Negeri Makassar, Makassar, Indonesia)
Nur Andini (Jurusan Pendidikan IPA, Universitas Negeri Makassar, Makassar, Indonesia)
Ira Lestari (Jurusan Pendidikan IPA, Universitas Negeri Makassar, Makassar, Indonesia)
Mayori Pratidina (Jurusan Pendidikan IPA, Universitas Negeri Makassar, Makassar, Indonesia)
Sahrani (Jurusan Pendidikan IPA, Universitas Negeri Makassar, Makassar, Indonesia)
Ramlawati (Jurusan Pendidikan IPA, Universitas Negeri Makassar, Makassar, Indonesia)
Rofiqul Umam (Faculty of Life and Environmental Sciences, University of Tsukuba, Japan)

Islamic Journal of Integrated Science Education
Vol. 5 No. 2 (2026): July

This study aims to analyze the effectiveness of implementing Problem-Based Learning (PBL) in teaching preservatives in chemistry education using the narrative review method. The review examined 20 national articles published between 2020 and 2025, which were retrieved via Google Scholar using the keywords “preservatives,” “Problem-Based Learning,” and “chemistry education.” The results of the review indicate that the implementation of PBL contributes to improved learning outcomes, critical thinking skills, problem-solving skills, and students’ conceptual understanding of preservatives. Learning activities linked to food safety issues also support the enhancement of science literacy, while PBL-based media, such as e-modules and worksheets, effectively support contextual learning. However, most studies still have limitations regarding sample size, intervention duration, and a lack of research on long-term impacts. Therefore, further research with a broader scope is needed to strengthen the evidence of PBL’s effectiveness in teaching preservatives in chemistry education.