The Effectiveness of the Project-Based Learning (PjBL) Model on the Creative Thinking Skills of Chemistry Students: A Systematic Review
DOI:
https://doi.org/10.33394/hjkk.v14i5.22527Keywords:
Chemistry, Chemistry Learning, Creative Thinking, PRISMA, Project-Based LearningAbstract
Project-Based Learning (PjBL) has been increasingly applied in chemistry education to foster students’ creative thinking. However, evidence regarding its implementation and outcomes in high-school chemistry remains varied. This systematic literature review examined the implementation of PjBL and its reported contribution to students’ creative thinking in high-school chemistry. The review followed the PRISMA 2020 framework and analyzed studies published between 2020 and 2025, retrieved from Google Scholar. Seven studies met the inclusion criteria and were synthesized descriptively based on chemistry topics, PjBL implementation, research design, and creative-thinking outcomes. The findings indicate that PjBL was implemented through various configurations, including STEM integration, mind mapping, instructional worksheets, and digital tools. Overall, the studies reported positive improvements in creative thinking, although the magnitude varied across studies and research designs. The evidence was limited by the predominance of development and one-group designs, which restricts causal interpretation. PjBL therefore shows promising potential for fostering creative thinking in high-school chemistry, while further controlled research using multidimensional creativity assessments is needed.
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