Enhancing Students’ Critical Thinking and Engagement through Problem-Based Learning in Social Science Education

Abstract

Problem-Based Learning (PBL) has emerged as a dynamic pedagogical approach that fosters critical thinking, collaboration, and deep understanding by engaging students in solving real-world problems. This paper explores the application and effectiveness of PBL in social science education, highlighting its theoretical foundations, implementation strategies, and impact on student learning outcomes. The study using a systematic review method attempted to explore the findings, observations, and results of recent research of problem-based learning in social science education. At the initial pool of 200 articles was narrowed down to 51 articles for full text review. Ultimately, 18 studies met the inclusion criteria and were selected for the final analysis. Through a review of existing literature and analysis of classroom-based studies, the article demonstrates that PBL enhances student motivation, contextual understanding, and analytical skills essential for navigating complex societal issues. This study explores the impact of PBL to enhancing students’ critical thinking and engagement in social science education. This research utilized a qualitative research method using a systematic literature review (SLR) approach, concentrating on published academic sources. The collected data was synthesized through thematic analysis, identifying key themes and patterns in the literature.