The Dynamics of Problem-Based Learning: A Study on its Impact on Social Science Learning Outcomes and Student Interest

Abstract

This systematic literature review investigates the impact of Problem-Based Learning (PBL) on social science learning outcomes, with a specific focus on students' learning interest. The synthesis of diverse studies across disciplines such as sociology, psychology, and political science consistently reveals a positive influence of PBL on the development of critical thinking skills. Students engaged in PBL activities demonstrated enhanced abilities to analyze complex issues, consider diverse perspectives, and apply theoretical concepts to real-world scenarios. However, the review also identifies nuanced effects on students' learning interest, indicating variability influenced by contextual factors such as problem design, instructor facilitation, and the interdisciplinary nature of social science disciplines. Challenges in the interdisciplinary implementation of PBL are recognized, particularly in designing authentic problems that resonate with the complexities of social issues. Furthermore, the study underscores the necessity for refined assessment methods, as traditional tools prove insufficient in evaluating the holistic impact of PBL, including its effects on critical thinking, interdisciplinary understanding, and sustained interest in social science disciplines. The findings highlight the potential benefits of PBL in cultivating higher-order cognitive skills crucial for success in social science education, while acknowledging the importance of addressing challenges and developing innovative assessment strategies for comprehensive educational evaluation.