Trends in PjBL to Improve Students' Scientific Creativity and Science Process Skills in Science Education (2010-2020): A Systematic Review
DOI:
10.56566/ijses.v3i1.272Downloads
Abstract
The development of 21st-century skills requires science education to foster students’ scientific creativity and science process skills through innovative learning models. One instructional approach that has gained increasing attention is Project-Based Learning (PjBL). This study provides a systematic review of the trend of using Project-Based Learning (PjBL) Model in enhancing students' scientific creativity and science process skills during the period 2010-2020, using bibliometric analysis through the Publish or Perish 8 and VOSviewer tools. The results show a significant increase in publications focusing on PjBL, especially in the themes of STEM integration, critical thinking, problem solving, and collaborative learning. PjBL has been shown to not only enhance students' scientific creativity and science process skills, but also increase the interactivity and relevance of learning through the application of technology. Thematic cluster analysis shows a close relationship between educational innovation and cross-disciplinary collaboration in preparing students to face global challenges. From a practical perspective, the application of digital tools in PjBL is highly recommended, especially in distance learning and hybrid classes. This study suggests further exploration of more innovative evaluation methods to measure the impact of PjBL, and emphasizes the importance of implementing this approach to address the challenges of 21st-century education
Keywords:
Project-Based Learning Model Scientific Creativity Science Process Skills Science Education, Bibliometric AnalysisReferences
Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Stanford University.
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (2011). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139
Confraria, H., Mira Godinho, M., & Wang, L. (2017). Determinants of citation impact: A comparative analysis of the Global South versus the Global North. Research Policy, 46(1), 265–279. https://doi.org/10.1016/j.respol.2016.11.004
Doyan, A., Susilawati, Harjono, A., Muliyadi, L., Hamidi, Fuadi, H., & Handayana, I. G. N. Y. (2023). The effectiveness of modern optical learning devices during the Covid-19 pandemic to improve creativity and generic science skills of students. The 1st International Conference on Science Education and Sciences, 020005. https://doi.org/10.1063/5.0122553
Hallinger, P., & Chatpinyakoop, C. (2019). A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018. Sustainability, 11(8), 2401. https://doi.org/10.3390/su11082401
Hallinger, P., & Nguyen, V.-T. (2020). Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review. Sustainability, 12(5), 1947. https://doi.org/10.3390/su12051947
Harzing, A. W. (2013). Publish or Perish, Version 8.1.0. Retrieved from http://www.harzing.com/pop.htm
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Krajcik, J., Schneider, B., Miller, E. A., Chen, I.-C., Bradford, L., Baker, Q., Bartz, K., Miller, C., Li, T., Codere, S., & Peek-Brown, D. (2023). Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools. American Educational Research Journal, 60(1), 70–102. https://doi.org/10.3102/00028312221129247
Susilawati, Doyan, A., Rokhmat, J., & Muliyadi, L. (2023). Analysis Validation of Modern Physics Learning Media Based on Smartphone Integrated Project Based Learning to Improve Students’ Creativity and Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 9(10), 7888–7892. https://doi.org/10.29303/jppipa.v9i10.5404
Susilawati, Doyan, A., Rokhmat, J., Muliyadi, L., Rizaldi, D. R., Fatimah, Z., Ikhsan, M., & Ardianti, N. R. (2025). Integration of Smartphone-Based Learning Media and Project-Based Learning to Enhance Creativity and Scientific Literacy in Physics. International Journal of Information and Education Technology, 15(7), 1449–1459. https://doi.org/10.18178/ijiet.2025.15.7.2346
Thomas, J. W., Mergendoller, J. R., & Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Buck Institute for Education.
van Eck, N. J., & Waltman, L. (2014). Visualizing Bibliometric Networks. In Measuring Scholarly Impact (Vol. 60, Issue 5, pp. 285–320). Springer International Publishing. https://doi.org/10.1007/978-3-319-10377-8_13
Walan, S., & Gericke, N. (2021). Factors from informal learning contributing to the children’s interest in STEM – experiences from the out-of-school activity called Children’s University. Research in Science & Technological Education, 39(2), 185–205. https://doi.org/10.1080/02635143.2019.1667321
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
License
Copyright (c) 2026 Lalu Syukran Muhsin, Abdul Syukur, Karnan
This work is licensed under a Creative Commons Attribution 4.0 International License.
