A Decade of Project-based Learning in Chemistry Education (2015–2025): Trends in Conceptual Understanding and Learning Outcomes
Islawati Islawati *
Department of Chemistry, Universitas Negeri Makassar, Indonesia and Department of Chemistry, Universitas Negeri Yogyakarta, Indonesia.
Eli Rohaeti
Department of Chemistry, Universitas Negeri Yogyakarta, Indonesia.
Erfan Priyambodo
Department of Chemistry, Universitas Negeri Yogyakarta, Indonesia.
*Author to whom correspondence should be addressed.
Abstract
The Project-Based Learning (PjBL) approach in chemistry education can enhance students' conceptual understanding and learning outcomes between 2015 and 2025. This study aims to analyze the trends, effectiveness, and challenges of implementing PjBL in chemistry education. The method used is a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines, through data search in the Scopus database using a single combined query. After screening based on inclusion criteria publication year, relevance to the field of chemistry, document type, and open access, 17 articles were obtained that met the analysis criteria. The results show that PjBL consistently improves students' conceptual understanding, critical thinking skills, creativity, and collaboration through contextual project activities integrated with technology, local culture, and STEM approaches. The main challenges include limited laboratory facilities, teacher readiness, and limited project duration. Overall, this study confirms that PjBL is an effective and adaptive pedagogical approach with great potential in building students' scientific competence and strengthening the relevance of chemistry learning in real life.
Keywords: Project-based learning, chemistry learning, conceptual understanding, learning Outcomes, systematic literature review