Loris Jelita Sitompul, Rahma Dani

LITERATURE REVIEW: IMPROVING PHYSICS LEARNING OUTCOMES AND CRITICAL THINKING SKILLS OF STUDENTS THROUGH THE PROBLEM-BASED LEARNING MODEL

Introduction

Literature review: improving physics learning outcomes and critical thinking skills of students through the problem-based learning model . Improve physics learning outcomes & critical thinking skills in high school with Problem-Based Learning (PBL). A literature review confirms PBL's effectiveness for quality physics education.

Abstract

This study aims to analyze the effectiveness of implementing the Problem-Based Learning (PBL) model in improving high school students’ physics learning outcomes and critical thinking skills. The research method used is a literature review by examining 50 relevant classroom action research (CAR) articles obtained from national journals and proceedings. The data were analyzed descriptively and qualitatively through a categorization process based on the research focus. The results of the study show that 28 articles (56%) focused on improving physics learning outcomes, 12 articles (24%) highlighted the development of critical thinking skills, and 10 articles (20%) integrated both. In general, the application of PBL has been proven to improve understanding of physics concepts, learning outcomes, and train students to analyze and evaluate problems critically. These findings confirm that PBL is an effective alternative learning strategy for improving the quality of physics learning in high school.

Review

This literature review addresses a highly pertinent topic in education: the application and effectiveness of Problem-Based Learning (PBL) in enhancing high school physics learning outcomes and critical thinking skills. The authors clearly articulate their objective to synthesize findings from existing classroom action research (CAR) articles. The methodology, involving a review of 50 relevant national journal and proceeding articles, establishes a solid foundation for a comprehensive analysis, promising valuable insights into the pedagogical benefits of the PBL model. The study effectively categorizes its findings, revealing that a significant majority of the reviewed articles focused on improving physics learning outcomes (56%), while a substantial portion also addressed critical thinking skills (24%), with a commendable 20% integrating both aspects. This breakdown offers a clear picture of the current research landscape concerning PBL in physics. The overarching conclusion – that PBL consistently improves understanding of physics concepts, overall learning outcomes, and cultivates critical analytical and evaluative skills – provides strong empirical support for the model's efficacy, thus confirming its potential as an effective alternative learning strategy. While the abstract robustly presents the confirmed effectiveness of PBL, a deeper dive within the full paper into the *mechanisms* through which PBL achieves these improvements, or a discussion of the specific characteristics of successful PBL implementations, would further enrich the review. Additionally, exploring any identified limitations or contextual factors influencing PBL's effectiveness across the reviewed CARs could provide more nuanced guidance for practitioners. Nevertheless, this literature review provides a compelling and well-structured synthesis of existing research, offering a valuable evidence base for educators and curriculum developers seeking to enhance the quality of physics education.

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