The Implementation of Problem-Based Learning to Improve Junior High School Students’ Scientific Thinking Skills on Ecosystem Topics

Abstract

The development of scientific thinking skills is one of the essential goals of science education at the junior high school level. However, many students still experience difficulties in understanding scientific concepts due to the dominance of teacher-centered learning approaches. Problem-Based Learning (PBL) is considered an effective instructional model to promote active learning and enhance students’ higher-order thinking skills. This study aims to analyze the effectiveness of Problem-Based Learning in improving students’ scientific thinking skills in ecosystem learning through a literature-based approach. This research employs a qualitative library research method by reviewing and synthesizing relevant national and international journal articles, books, and empirical studies related to PBL and scientific thinking skills. The data were analyzed using thematic analysis to identify key patterns and pedagogical implications. The findings reveal that the implementation of PBL significantly contributes to the improvement of students’ scientific thinking skills, particularly in aspects of problem identification, hypothesis formulation, data analysis, and conclusion drawing. Furthermore, PBL encourages collaborative learning, critical inquiry, and meaningful understanding of ecological concepts. This study concludes that Problem-Based Learning is a highly relevant instructional model for enhancing scientific thinking skills and can serve as an alternative pedagogical strategy in science education at the junior high school level.