Problem-Solving Learning: A Systematic Literature Review of Learning Outcomes and Thinking Skills
DOI:
https://doi.org/10.35445/alishlah.v18i3.10043Keywords:
problem-solving learning, deep learning, thinking skills, learning outcomes, systematic literature reviewAbstract
Problem-solving learning has been implemented across various educational contexts through different instructional approaches. However, evidence regarding its implementation patterns, instructional characteristics, and reported outcomes remains dispersed across studies. This systematic review aimed to synthesize the implementation of problem-solving learning and its reported learning outcomes and thinking skills across educational contexts. The review followed the PRISMA 2020 guidelines. Articles published between 2020 and 2026 were retrieved from Scopus, ERIC, Google Scholar, and Dimensions. A total of 17 empirical studies met the inclusion criteria and were analyzed using qualitative thematic synthesis. The findings showed that problem-solving learning was implemented through diverse approaches, particularly Creative Problem Solving (CPS) and its variants, collaborative problem-solving, inquiry-based problem solving, and multimedia-assisted problem solving. Recurring instructional characteristics included contextual problems, inquiry activities, collaboration, and the use of instructional supports such as simulations, multimedia, and multiple representations. The reviewed studies reported learning outcomes related to learning achievement, conceptual understanding, scientific work skills, student engagement, learning motivation, and metacognitive development. Problem-solving learning was also associated with critical thinking, creative thinking, problem-solving skills, collaborative problem-solving, and metacognitive skills. Most of the available evidence originated from science-related disciplines, particularly chemistry, biology, physics, and science education.
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