The Effectiveness of Project-Based Learning in Chemistry Learning: Conceptual Understanding and 21st Century Skills

Authors

  • Aura Nawang Wulan Aura Department of Chemistry Education, Faculty of Teacher Training and Education, Mulawarman University, Jl. Muara Pahu, Kel. Gunung Kelua, Kec. Samarinda Ulu, Samarinda Ulu District, Samarinda City, Indonesia 75123
  • Dewi Matius Department of Chemistry Education, Faculty of Teacher Training and Education, Mulawarman University, Jl. Muara Pahu, Kel. Gunung Kelua, Kec. Samarinda Ulu, Samarinda Ulu District, Samarinda City, Indonesia 75123
  • Khotijah Mahmuda Widi Riani Department of Chemistry Education, Faculty of Teacher Training and Education, Mulawarman University, Jl. Muara Pahu, Kel. Gunung Kelua, Kec. Samarinda Ulu, Samarinda Ulu District, Samarinda City, Indonesia 75123
  • Yofita Jelita Linda Sari Dakhi Department of Chemistry Education, Faculty of Teacher Training and Education, Mulawarman University, Jl. Muara Pahu, Kel. Gunung Kelua, Kec. Samarinda Ulu, Samarinda Ulu District, Samarinda City, Indonesia 75123
  • Akhmad Syaikah Nur Fad'ah Department of Chemistry Education, Faculty of Teacher Training and Education, Mulawarman University, Jl. Muara Pahu, Kel. Gunung Kelua, Kec. Samarinda Ulu, Samarinda Ulu District, Samarinda City, Indonesia 75123
  • Wirhanuddin Wirhanuddin Department of Chemistry Education, Faculty of Teacher Training and Education, Mulawarman University, Jl. Muara Pahu, Kel. Gunung Kelua, Kec. Samarinda Ulu, Samarinda Ulu District, Samarinda City, Indonesia 75123

DOI:

https://doi.org/10.33394/hjkk.v14i4.20994

Keywords:

Project Based Learning, Understanding Chemistry, Chemistry Learning, Concept Understanding, 21st-Century Skills

Abstract

Project-Based Learning (PjBL) is a student-centered learning model considered effective in improving conceptual understanding and developing 21st-century skills in chemistry learning. This study aims to systematically assess the effectiveness of PjBL implementation on students' conceptual understanding, learning outcomes, and 21st-century skills in chemistry learning. This study used the Systematic Literature Review (SLR) method, referring to the PRISMA steps, which include article identification, screening, eligibility assessment, and inclusion. Literature sources were obtained from Google Scholar and Scopus databases based on established inclusion and exclusion criteria. Of the 824,157 articles identified, 20 articles published between 2022 and 2026 met the criteria and were further analyzed. The results showed that most studies reported positive impacts of PjBL on improving students' conceptual understanding, learning outcomes, critical thinking skills, creativity, communication, and collaboration. Furthermore, project-based activities make the chemistry learning process more contextual, meaningful, and relevant to everyday life. Despite this, several obstacles were still encountered, such as limited learning time, inadequate facilities and infrastructure, varying teacher preparedness, and imbalanced student participation in group work. The findings and percentages presented in this study are a synthesis of the reviewed articles and not derived from direct experimental data. This study also has limitations in the form of differences in research design, learning context, and variations in Project-Based Learning (PjBL) implementation in each analyzed study. Overall, the study results indicate that Project-Based Learning (PjBL) has the potential to be an effective learning approach to improve conceptual understanding, learning outcomes, and 21st-century skills in chemistry education when implemented optimally.

References

Anjani, S., & Muharini, R. (2025). The effectiveness of using the interactive learning media pet-efig (periodic table and electron configuration). Hydrogen: Jurnal Kependidikan Kimia, 13(12), 1165–1173. https://doi.org/https://doi.org/10.33394/hjkk.v13i6.18525

Borchers, C., Fleischer, H., Schanze, S., Scheiter, K., & Aleven, V. (2025). High scaffolding of an unfamiliar strategy improves conceptual learning but reduces enjoyment compared to low scaffolding and strategy freedom. Computers and Education, 236(1), 105364. https://doi.org/10.1016/j.compedu.2025.105364

Firstanda, H, M., Hidayah, W, N., Firnanda, A, Y., Zahroh, I, F., & Ayu, W. (2023). Pengaruh model pembelajaran project based learning terhadap hasil belajar siswa. Melior : Jurnal Riset Pendidikan Dan Pembelajaran Indonesia, 3(2), 67–75. https://doi.org/10.56393/melior.v3i2.1829

Funa, A. A. (2026). Effectiveness of integrated STEM and problem-based learning in improving students’ conceptual understanding in science. Funa, A, A, 13(7), 102599. https://doi.org/10.1016/j.ssaho.2026.102599

Gusman, T, A., Sodikin, & Cahyani, M, A. (2025). The implementation of stem-integrated project-based learning (pjbl) to improve students’ critical thinking skills. Journal of Educational Sciences, 6(3), 444–458. https://doi.org/10.31258/jes.10.1.p.71-84

Harjun, H., Jumatin, J., Ahiri, Y., & Lewa, J. (2026). Strategi meningkatkan kreativitas siswa melalui model project based learning (PjBL). Journal of Literature Review, 2(1), 20–34. https://doi.org/10.63822/ahw24b41

Hernani, H., Nurhadi, A. R., Mudzakir, A., Fatimah, S. S., Halimatul, H. S., Musthapa, I., Jaenudin, C. (2023). Science literacy-oriented project based learning development for chemistry teachers of high schools in sumedang district. Jurnal Pengabdian Isola, 2(1), 17–23. https://doi.org/10.17509/jpi.v2i1.59332

Islawati, I., Rohaeti, E., & Priyambodo, E. (2025). A decade of project-based learning in chemistry education (2015–2025): trends in conceptual understanding and learning outcomes. Journal of Global Research in Education and Social Science, 19(4), 230–243. https://doi.org/10.56557/jogress/2025/v19i49978

Johana, N, R., Purwoko, A, A., & Hadisaputra, S. (2023). Efektivitas model project based learning dan model inkuiri dalam memperbaiki hasil belajar kimia. Jurnal Teknologi Pendidikan (JTP), 8(2), 287–295. https://doi.org/10.24114/jtp.v8i2.3329

Lestari, I., & Ilhami, A. (2022). Penerapan model project based learning untuk meningkatkan keterampilan berpikir kreatif siswa smp: systematic review. Jurnal Pendidikan IPA, 12(2), 135–144. https://doi.org/10.24929/lensa.v12i2.238

Nugraha, I, R, R., Supriadi, U., & Firmansyah, M, I. (2023). Efektivitas strategi pembelajran project based learning dalam meningkatkan kreativitas siswa. Jurnal Penelitian Dan Pendidikan IPS, 17(1), 39–47. https://doi.org/10.21067/jppi.v17i1.8608

Oktaviani, S., Safitri, S., Sriwijaya, U., & Sriwijaya, U. (2024). Effectiveness of project-based learning on improving creative thinking skills. Edukasi: The Journal of Educational Research, 04(03), 38–50. https://doi.org/10.57032/edukasi.v4i3.215

Pratiwi, E. A., & Ikhsan, J. (2024). Project Based Learning (PjBL) in Chemistry Learning: Systematic Literature and Bibliometric Review 2015 - 2022. Jurnal Penelitian Pendidikan IPA, 10(6), 343–354. https://doi.org/10.29303/jppipa.v10i6.7017

Putri, N, M., Hakim, L, E., & Ristanto, R, H. (2025). Studi literatur penerapan project-based learning (pjbl) pada pembelajaran kimia. Ideguru: Jurnal Karya Ilmiah Guru, 10(1), 433–442. https://doi.org/10.51169/ideguru.v10i1.1251

Qiara, S. (2024). Analisis penerapan model pembelajaran project based learning terhadap kemampuan berpikir kreatif peserta didik pada mata pelajaran kimia. INKUIRI: Jurnal Pendidikan IPA, 13(1), 64. https://doi.org/10.20961/inkuiri.v13i1.81628

Rahmad, N, Y., & Suryani, O. (2024). Development of lkpd based on project based learning stoichiometry material by utilizing organic waste for phase f SMA/MA. Hydrogen: Jurnal Kependidikan Kimia, 12(3), 625. https://doi.org/10.33394/hjkk.v12i3.12443

Rahmadan, O., Miterianifa, Meilany, A, T., & Trisnayanti, Y. (2025). Systematic literature review: penerapan model project based learning (pjbl) untuk meningkatkan kemampuan berpikir kreatif mahasiswa. STRATEGY : Jurnal Inovasi Strategi Dan Model Pembelajaran, 5(3), 266–276. https://doi.org/10.51878/strategi.v5i3.6595

Rahmawan, S., Nur, F, S., & Fackhurohman, E. (2025). Improving students’ understanding of chemistry concepts through project-based learning (pjbl): a systematic literature review. Reforma: Jurnal Pendidikan Dan Pembelajaran, 15(2), 162–172. https://doi.org/10.30736/reforma.v15i2.1281

Safitri, B, R, A., Pahriah, & Fuaddunnazmi, M. (2022). Efektivitas video pembelajaran berbasis zenius.net dalam meningkatkan pemahaman konsep kimia siswa. Hydrogen: Jurnal Kependidikan Kimia, 10(1), 1–8. https://doi.org/10.33394/hjkk.v10i1.5080

Salmawati, M., Rowan, S, M., Gaspersz, N., Hasanela, N., Marisa, P, P., & Sri, D. (2024). Improving the understanding of chemical concepts of SMA negeri 5 ambon students through simple chemistry experiments. Innovation for Community Service Journal, 2(2), 31–41. https://doi.org/10.30598/icsj.v2i2.15668

Septianingsih, S., Aulia, E, V., & Mahdiannur, M, A. (2026). Efektivitas project-based learning dalam meningkatkan hasil belajar. Pensa E-Jurnal: Pendidikan Sains, 14(1), 47–51. https://doi.org/10.26740/pensa.v14i1.73156

Subagia, I, W., & Sudiatmika, R, S. (2024). Project-based learning implementation in fundamental chemistry courses to meet the 21st century learning target. Jurnal Pendidikan Kimia Indonesia, 7(2), 79–86. https://doi.org/10.23887/jpki.v7i2.70368

Sugiarsih, W. (2022). Upaya peningkatan hasil belajar siswa dalam mata pelajaran kimia menggunakan model pembelajaran project based learning di SMK negeri 1 gombong. VOCATIONAL: Jurnal Inovasi Pendidikan Kejuruan, 2(4), 320–326. https://doi.org/10.51878/vocational.v2i4.1754

Tomuyeva, A., & Hasanova, N. (2025). The impact of project-based learning in chemistry lessons on the development of students ’ innovative thinking and creative. Baku State University Journal of Chemistry and Material Sciences, 2(4), 38–42. https://doi.org/10.30546/209501.201.2025.2.004.034

Undari, M., Darmansyah, & Desyandri. (2023). Pengaruh penerapan model pjbl (project-based learning) terhadap keterampilan abad 21. Journal Tunas Bangsa, 10(1), 25–33. https://doi.org/10.46244/tunasbangsa.v10i1.1970

Velly, A., & Suryani, O. (2024). Development of lkpd based on project-based learning oriented chemo-entrepreneurship on hydrocarbon material for phase f SMA/MA. Hydrogen: Jurnal Kependidikan Kimia, 12(3), 606. https://doi.org/10.33394/hjkk.v12i3.12442

Wirhanuddin, Nadia, Syahputri, S, D., Pratama, K, P, S., & Herlianti, Z, H. (2025). A study of project-based learning with a research-based approach: improving conceptual understanding and scientific skills. Hydrogen: Jurnal Kependidikan Kimia, 13(12), 1227–1238. https://doi.org/10.33394/hjkk.v13i6.18706

Yulaikah, I., Rahayu, S., & Parlan, P. (2022). Efektivitas pembelajaran stem dengan model pjbl terhadap kreativitas dan pemahaman konsep ipa siswa sekolah dasar. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 7(6), 223. https://doi.org/10.17977/jptpp.v7i6.15275

Published

2026-08-31

How to Cite

Aura, A. N. W., Matius, D., Riani, K. M. W., Dakhi, Y. J. L. S., Fad’ah, A. S. N., & Wirhanuddin, W. (2026). The Effectiveness of Project-Based Learning in Chemistry Learning: Conceptual Understanding and 21st Century Skills. Hydrogen: Jurnal Kependidikan Kimia, 14(4). https://doi.org/10.33394/hjkk.v14i4.20994

Issue

Vol. 14 No. 4 (2026): August 2026

Section

Articles

License

Copyright (c) 2026 Aura Nawang Wulan Aura, Dewi Matius Dewi, Khotijah Mahmuda Widi Riani Khotijah, Yofita Jelita Linda Sari Dakhi Yofita, Akhmad Syaikah Nur Fad'ah Akhmad, Wirhanuddin Wirhanuddin

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with Hydrogen: Jurnal Kependidikan Kimia agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a  Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Hydrogen: Jurnal Kependidikan Kimia uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data: Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default) Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.