Systematic literature review: Problem-based learning and self-regulated learning on critical thinking skills in science

Abstract

In the era of globalization, mastering critical thinking skills in science education is essential; however, current evidence suggests that Indonesian students still need significant improvement in this area. Problem-Based Learning (PBL) and Self-Regulated Learning (SRL) are identified as promising strategies to address this gap. This study aims to analyze and synthesize recent findings regarding the effectiveness of PBL and SRL in developing students’ critical thinking skills through a systematic literature review. This review adopts the PRISMA method and conducts database searches across Scopus, Web of Science, ERIC, Google Scholar, and nationally accredited journals published between 2020 and 2024. Eight selected articles that met the inclusion criteria were analyzed using a thematic narrative synthesis. The results indicate that the implementation of PBL significantly improves academic satisfaction and learning outcomes, with mastery levels reaching 92% at the elementary level. Integrating PBL with other methods, such as Case-Based Learning, enhances motivation, comprehension, and critical thinking. These strategies are effective across education levels and are not dependent on tutor seniority. Based on these findings, it is recommended to integrate PBL systematically into curricula, develop digital PBL-based platforms, conduct longitudinal studies, and design comprehensive assessment rubrics.

Keywords: Problem-Based Learning; Self-Regulated Learning; Critical Thinking; Science Education; Systematic Review