Characteristics of Problem-Based Learning
DOI:
https://doi.org/10.33084/suluh.v11i1.14738Keywords:
Problem-Based Learning, Primary School, Learning Characteristics, Literature ReviewAbstract
This investigation sought to describe and critically evaluate the attributes of Problem-Based Learning (PBL) in the context of primary education through a comprehensive literature review methodology. The literature review approach was undertaken by scrutinising various scholarly works relating to the implementation of PBL, its defining characteristics, associated challenges, and its influence on students' academic performance at the primary school level. The results of the analytical process revealed that PBL in primary education has distinctive attributes that prioritise active student engagement, collaborative learning and authentic problem solving related to daily life. In addition, PBL pedagogy significantly contributes to the advancement of students' critical thinking skills, autonomy in learning, and social competence. Nevertheless, certain barriers such as inadequate teacher understanding, varying levels of student readiness, and insufficient support in terms of resources and infrastructure present major challenges that must be overcome for the successful implementation of PBL at the elementary stage. These insights are anticipated to inform the improvement of PBL frameworks that are more efficacious and congruent with the inherent educational characteristics of primary schools.
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