PROBLEM-BASED LEARNING CONTEXTUALIZED WITH SOCIO-SCIENTIFIC ISSUES TO IMPROVE SCIENTIFIC LITERACY: A SYSTEMATIC REVIEW
Kata Kunci:
Problem Based Learning, socio scientific issues, scientific literacy, Systematic Literature ReviewAbstrak
The 2022 PISA results show that Indonesian students obtained an average science score of 383, which remains below the OECD average of 485. This gap indicates that many students still struggle to explain scientific phenomena and apply scientific evidence to everyday decision-making. As a pedagogical response, Problem-Based Learning (PBL) integrated with Socio-Scientific Issues (SSI) has been proposed to support the development of functional scientific literacy. This study aims to synthesize empirical evidence on the effect of PBL contextualized with SSI on scientific literacy through a Systematic Literature Review (SLR). The review followed Kitchenham’s procedures and the PRISMA selection framework, covering review planning, literature searching, article screening, data extraction, and synthesis. Articles were retrieved from Scopus and Google Scholar using English and Indonesian search strings related to PBL, SSI, and scientific literacy. The inclusion criteria were indexed journal articles (Sinta 1–4 or Scopus), published from 2016 to 2025, written in English or Indonesian, and explicitly integrating PBL, SSI, and scientific literacy. From 788 initial records, 20 articles met the criteria for analysis. The findings show a sharp increase in publications in 2025, with most studies conducted at the secondary education level. Methodologically, the reviewed studies were dominated by quasi-experimental designs using N-Gain and t-tests. The synthesis indicates that PBL contextualized with SSI generally has a positive effect on scientific literacy, especially on students’ ability to interpret data and scientific evidence. This model is effective because SSI provides authentic and socially relevant problems, while PBL offers a structured inquiry process that supports evidence-based reasoning
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