The Role of Problem-Based Learning Approach in Teaching and Learning Physics: A Systematic Literature Review

Problem-based learning (PBL) is a learner-centered method in which complex real-world problems are used to stimulate students thinking and problem-solving abilities during the teaching and learning process. This systematic review aimed to reveal the role of the PBL approach in teaching and learning physics. Relevant articles for the review were sourced from Scopus and Web of Science using keywords such as “problem-based learning” and “PBL in physics” education” as search terms. This search yielded 376 results. Thirty-six articles were included in the analysis after passing a crucial condition of empirically investigating the effect of PBL in teaching and learning physics. Only three of these articles did not show a positive effect; others have shown a positive lead of PBL towards improving academic achievement, attitude to learn physics, problem-solving, critical and creative thinking abilities, cooperative learning enhancement, mental model development, and science process skills attainment. Therefore, the review offers important pointers to various classroom environments and activities that ignite learners’ thinking. Thus, it help policymakers to select and maintain the best methodology that promotes high students’ academic achievement levels.


Introduction
Our society needs well-trained human resource personnel with skills like problem-solving, critical thinking, collaboration, communication, and manipulation, which can help them cope with new labor market demands (Supo, 2019).Problem-based learning (PBL) approach promotes learning involvement in which problems are real-life used to encourage learners to actively engage in the learning process rather than relying on information provided by the teacher (Karmila et al., 2021).This has facilitated the change from conventional teaching methods to a student-centered approach to improving low levels of achievement in a classroom setting.The teacher acts as a facilitator by guiding students as they enjoy the classwork in their groups.PBL helps students recognize their current knowledge, realize the gaps in their knowledge and experience, and bridge them by applying new knowledge (Nursa'ban et al., 2019).Students are kept active throughout the learning process.However, following its applications, it works well when the facilitator monitors learners' progress in their groups and facilitates the acquisition of skills needed by a 21 st -century learner, as emphasized by social constructivist theory (Vygotsky, 1934).Learners work in teams to confront the problem to identify learning gaps and develop viable solutions, learners gain new information through self-directed learning, the teacher acts as a facilitator, and problems lead to the development of critical thinking and problem-solving abilities (Ali, 2019).Savery and Duffy (2001) framed PBL instruction in a constructivist theoretical perspective that underlies it and emphasizes the role of learners in constructing their understanding of the world based on their experiences and interactions with their environment.
Concept of problem-based learning and its implementation PBL is not more demanding than currently used methods (Argaw et al., 2017) in terms of resources and time and can be implemented with few resources in a school setting and following time allocation for particular topics.However, group work emphasizes interdependency, individual accountability, and the development of social skills that have been found to promote critical thinking and problem-solving skills.Also, it is argued that teachers need to be supported with continuous professional development to be well-equipped with new teaching and learning methods like PBL (Kanyesigye et al., 2022b).The success of implementation relies on the teachers to use PBL.Students depend on their colleagues as they learn.Problem-based learning has been significantly adopted in many educational fields to promote critical thinking and problem-solving in authentic learning situations (Yew & Goh, 2016).These fields include Medical schools, Business, and Engineering.The professionals can use the skills from these disciplines to serve our communities (Yew & Goh, 2016).A recent study by Luy-Montejo (2019) suggests that the implementation of PBL in a classroom shall be developed in five stages (Figure 1): Finding a problem; an investigation begins when a task is prepared by the teacher and is given to the learners to be done.Organizing ideas on the problem; learners investigate the problem and generate ideas and knowledge from various sources; the facilitator poses probing questions to learners to stimulate critical thinking and problem-solving abilities.The group works; the teacher facilitates the distribution process of learners to groups of 5-10 or 15-20 (Kanyesigye et al., 2022a).This depends on the task's nature, the class's size, and available space.During the activity, the group will discuss a problem, the scribe notes down the answers for the group, and the peacemaker maintains peace while other members give contributions to the problem.Present findings; learners present solutions to the problem and receive feedback from peers.The teacher consolidates the learning outcomes and allows them to assess their performance.Learners internalize the characteristics of quality work by their peers.Generalizing; problems lead to the development of skills.These skills are useful for solving complex, real-world situations that do not have one 'right answer.'These are skills that unlock the world and are sought by employers.
PBL is an educational approach that involves presenting students with complex, open-ended problems designed to engage them in critical thinking and problem-solving (Osman et al., 2021).Students work in teams to investigate the problem, gather information, analyze data, and develop solutions.However, there are some potential reasons why PBL may work or not work (Kirschner et al., 2006;Savery & Duffy, 2001;Silver-Hmelo, 2004).It engages students in active

REVISED Amendments from Version 1
With this current version, We edited as guided by the reviewers.Also, there are small changes, for example, we added, "The study's data analysis focused on articles spanning a diverse range of publication years, providing a comprehensive temporal perspective on the impact of PBL in physics education.Although a specific time frame was not set for the initial search, the analyzed data encompass articles published between 2004 and 2022.The selected studies encompassed various periods, with notable concentrations in 2010 and 2018, each contributing six and four articles, respectively.The distribution of articles across the years is as follows: 2004 (2 articles), 2009 (4 articles), 2011 (3 articles), 2012 (4 articles), 2014  (1 article), 2017 (2 articles), 2019 (3 articles), 2020 (3 articles), 2021 (1 article), and 2022 (3 articles).This temporal diversity allows for a nuanced examination of how the role and effectiveness of PBL in physics education have evolved over the past two decades."In the method section, before the analysis paragraph.
Any further responses from the reviewers can be found at the end of the article learning (PBL encourages students to take an active role in their learning, promoting deep learning and retention of information), develops critical thinking skills (PBL promotes critical thinking skills as students must identify problems, analyze information, and develop solutions), encourages collaboration (PBL requires students to work in teams, which helps develop communication and collaboration skills), relevant to real-world problems (PBL involves solving realworld problems, helping students to understand the relevance and applicability of their learning), and increases motivation (PBL can increase motivation and engagement among students as they feel more invested in the learning process).
Several factors can limit the effectiveness of PBL.These include the need for significant guidance from teachers and facilitators to be effective, the time-consuming nature of PBL for both teachers and students, the unsuitability of PBL for certain subjects that require a more structured approach or focus on rote learning, the potential challenges when students lack the necessary background knowledge or skills for effective engagement, and the difficulties in assessing student learning due to the open-ended nature of PBL with multiple possible solutions.Thus, PBL can be a practical educational approach that engages students in active learning, develops critical thinking and collaboration skills, and promotes motivation.However, it requires significant guidance, can be time-consuming, and may not be suitable for all subjects.

Characteristics and Effectiveness of PBL in Physics
Problem-based learning is student-centered as the authentic problem engages learners and stimulates their interests (Ojaleye et al., 2018).Problem-based learning promotes learning involvement in which problems are used to encourage learners to actively engage in the learning process rather than relying on the information provided by the teacher.Learners work in teams to confront the problem, identify learning gaps, and develop viable solutions (Ali, 2019).Learners gain new knowledge information through self-directed learning (Wilder, 2015).Therefore, the problems help learners develop problem-solving and critical thinking abilities.
PBL is a dynamic educational method that challenges learners to engage with physics through real-world problemsolving, aligning theory with our daily experiences (Ali, 2019).This approach empowers learners to become selfdirected, fostering the acquisition of lifelong learning skills.PBL transcends conventional learning, shaping critical thinkers and adept problem solvers by seamlessly integrating physics knowledge and skills acquired during the teaching and learning process.Despite the prevalent perception of physics as a challenging subject among students (Argaw et al., 2017), research indicates that PBL is a potent tool, significantly enhancing student achievement in physics.
The efficacy of PBL has been explored in various disciplines, such as medical studies (Koh et al., 2008;Neville, 2008) and engineering education (Boelt et al., 2022).Building on the foundation laid by Coppens et al. (2011), whose systematic review highlighted PBL's effectiveness in promoting student learning outcomes, particularly in enhancing conceptual understanding, our study seeks to delve deeper.We recognize that the success of PBL hinges on factors like the quality of the presented problems, the level of student engagement, and the scaffolding and support provided by instructors.
Despite the strides made by researchers in implementing PBL, there remains a dearth of understanding regarding the specific variables learned under PBL and the skills it can accelerate in the teaching and learning processes.Consequently, our study is purposefully crafted to address a fundamental research question: What role does the PBL approach play in the context of teaching and learning physics?In essence, we aim to uncover the effectiveness of the PBL approach, using "role" and "effect" interchangeably throughout this manuscript.

Methods
We used Scopus and Web of Science databases to download articles related to the effect of PBL in learning physics.Scopus and Web of Science are recognized for their inclusivity across various disciplines and their stringent peer-review processes, making them robust platforms for accessing high-quality academic literature.Two main keywords (problembased learning and problem-based learning in physics) were used.We used Boolean operators to refine our search (eg., problem-based learning AND problem-based learning physics OR PBL physics OR PBL education, NOT medical)."AND" includes both or all words we searched, "OR" included results with either word, but not necessarily both words, and "NOT" excluded articles with that word.We excluded "medical studies" because when we searched for PBL, we found many studies in the medical field.An independently trained research assistant was involved in the search phase to ensure the proper article inclusion.The first author and research assistant independently searched related articles in both databases and shared the output.There was no difference in outputs as they shared common keywords.We initially got 1,914 results from the Web of Science Core Collection.We quickly filtered out 295 review articles.We excluded proceeding papers, data papers, and discussions among document types.Among the Web of Science categories, we included articles related to education research and physics education.Thus, we refined our research area (articles related to educational research, physics, optics, astrophysics, biophysics, mechanics, physical geography, and thermodynamics) and also filtered out articles written in other than the English language.This resulted in our final selection, and we downloaded 311 articles.Scopus database generated 80 document results.After applying the subject area filter, we were able to download a total of 65 articles [Social Sciences (37), Physics and Astronomy (26), Arts and Humanities (2), Earth and Planetary Sciences (1), and Multidisciplinary (1)].Thus, 376 articles were used in the first screening (see Figure 2).
The first screening identified 85 duplicates.Thus, 291 were included in the first screening.The second screening identified 99 related to physics after removing articles related to other subjects (102), such as engineering, geography, biology, mathematics, technology, and medicine.The exclusion of 192 articles includes removing general articles (35).These focused on general science, including physics or math and physics.Some articles were also excluded because they did not report the results from primary data (empirically) but were literature reviews.
The third screening comprised excluding unrelated articles, grey literature, and supplemented approaches.Thus, we first removed 13 unrelated articles, then 32 proceeding papers, and then 19 combined approaches papers.For instance, these "unrelated" articles were related to physics but reported the effectiveness of other approaches, such as inquiry-based learning, project-based learning, mapping-based approach, and problem-solving-based learning.Conference proceedings were excluded in response to appraising the methodological quality of identified articles recommended in systematic reviews.Among studies investigating the role of PBL in teaching physics, 19 were not single; instead, they were supplemented by other approaches.Some were versions of PBL (such as Constructivist PBL, Blended PBL or Hybrid learning model, and Web-based environment), while others were completely different from PBL itself.These are, for instance, Strategic-based learning, 4 Core Areas Model, A Flipped Classroom Approach Using Sigil Software, an e-handout assisted by PhET simulation, a Digital book with 3D animations, Augmented Reality (AR), Video Assistance, Interactive Multimedia in Physics Course, Scientific Approach Based Worksheet, Argumentation Skills, Jukung and Balogo, Android-based physics learning media, Self-Regulated Learning (SRL), E-Books, and Authentic assessment.Thus, 36 articles were found deem to reveal the role of PBL in learning physics and were taken to the final analysis stage.
The study's data analysis focused on articles spanning a diverse range of publication years, providing a comprehensive temporal perspective on the impact of PBL in physics education.Although a specific time frame was not set for the initial search, the analyzed data encompass articles published between 2004 and 2022.The selected studies encompassed various periods, with notable concentrations in 2010 and 2018, each contributing six and four articles, respectively.The distribution of articles across the years is as follows: 2004 ( 2 Data were analyzed in Mendeley 1.19.5 / 2019 software and then exported to MS Excel 2016 to sort variables and produce pivot tables and figures.The comprehensive analysis of each of the 36 studies aimed to identify the core concepts or content they focused on, along with the specific skills influenced or unaffected by PBL.We examined participant-level study designs and employed critical statistical methods as part of the process.
The analytical process involved a collective effort among all authors to ensure a unified focus.The primary author executed the data analysis, while each coauthor played a validating role at every step.The collective analysis primarily centered around deciphering the role of PBL in learning physics.Given the diverse manifestations of PBL's impact, we applied a coding system to consolidate and simplify findings.For example, categories like student achievement, conceptual understanding, and performance were collectively coded as academic achievement.
To enhance readability and align with the study's objectives, we systematically presented the conclusions regarding the impact of PBL on teaching and learning physics.The findings were categorized as either demonstrating a significant positive effect or indicating no substantial impact.In instances where various effects or roles emerged, we coded them clearly and consolidated them for better interpretation.For instance, attitudes toward learning physics were collectively coded to encompass motivation, appreciation, expectation, beliefs, perception, influence, and similar terms.Additionally, critical thinking, problem-solving, creative thinking, mental models, cooperative learning, and science process skills were coded individually to maintain precision and transparency in presenting themes.

Results
Among 36 articles, 16 did not focus on a specific topic or branch of physics; they just mentioned focusing on "physics."Thus, 20 mentioned a study focus, such as circuit electricity, modern physics, and thermal physics.Many studies were done in mechanics (such as momentum and impulse, material elasticity, and energy), electromagnetism (such as magnetism, circuit electricity, and electromagnetic field), and thermodynamics (such as temperature and heat).Among 36 studies, 23 were investigated at the university level, twelve were investigated in high schools and one in elementary school.Thirty-three studies used students, while three used teachers as participants.In the analysis of 36 selected articles, a predominant reliance on quantitative methods was observed, with 27 articles adopting this approach.A smaller subset of six articles opted for qualitative methods, highlighting a qualitative exploration of the problem space.Additionally, three articles utilized a mixed-methods approach, combining elements of both quantitative and qualitative methodologies.
We identified 13 research designs in reviewed studies, most of which were experimental-related (see Table 1).Specifically, 17 studies were quasi-experimental research designs.Thus, these studies used non-randomized participants in their treatment groups.Two studies used quasi-experimental and observation designs, one used true experimental design (randomly assigned participants), and three did not mention the type of experiment they used.Seven studies used a survey design, including one exploratory design and one observation checklist (with a rating scale, self, and peer assessment).Other designs (such as action research, correlation, ethnographic, factorial, phenomenography, and Solomon's four-group designs) were used in a single study.
To this end, various analyses were used in respective designs.Most of the survey, observation, and exploratory designs used descriptive analyses such as percentages and frequencies.In contrast, inferential statistics (mostly independentsample t-Test, analysis of variance (ANOVA), analysis of covariance (ANCOVA), effect sizes, and learning gains) were primarily used in experimental studies (see Table 2).
Notably, the involvement of students in problem selection was limited, occurring in only one of the analyzed articles (Selçuk & Çalis ¸kan, 2010).In this instance, students independently decided on the problem, showcasing a unique and student-driven approach to learning.Conversely, in ten articles, the suggestion of a problem was deemed not applicable, with a notable correlation to the prevalent use of qualitative methods in these cases.In most cases, the responsibility for deciding or suggesting a problem to students rested with the teacher.This was evident in diverse articles, where teachers took the lead in problem selection.This diversity in teacher-led problem introduction underlines educators' nuanced choices in shaping their students' learning experiences.
The role of PBL in learning physics varies from improving student academic achievement and motivation (attitude toward) to learn physics to various skills such as critical thinking and problem-solving ability (see Figure 3)."Single" means that only one of the variables on the vertical axis was integrated into a single study.In contrast, "Double" means that such a variable was investigated with another variable in one study.For instance, nine studies investigated academic achievement alone, while this achievement variable was investigated with attitude toward learning physics in four studies, problem-solving ability, critical thinking ability, and science process skills in one study (each).Generally, attitude toward learning physics with PBL was investigated in ten studies (eight studies alone and two studies with academic achievement and problem-solving ability), the capacity of PBL to develop problem-solving ability in six studies (three studies studied it alone while other three studies studied it in the combination of either academic achievement, attitude toward learning physics or critical thinking ability) and critical thinking ability in six studies (three studies studied it alone while other three studies studied it in a combination of either academic achievement, problemsolving ability or creative thinking ability).
Finally, most of the 36 studies proved a positive effect, except four studies did not prove a positive effect of PBL in learning physics.Two of these articles investigated students' attitudes toward learning physics (specifically, students' expectations and beliefs about Physics and Physics learning), one for academic achievement (specifically, conceptual understanding), and one for problem-solving skills.

PBL improves academic achievement
Studying a subject like physics always targets outcomes such as conceptual understanding and academic achievement.However, all these outcomes are correlated because if you understand a particular concept, you will eventually achieve it or get a good score when tested.In this study, several researchers have tested the effect of PBL on students' academic achievement, and many of these researchers found a positive effect (Celik et al  et al., 2004), and there was a significant difference between the two groups in terms of students' total mean scores in favor of a PBL group.PBL was found effective on students' physics achievement (Celik et al., 2011).In their ethnographic study, Yeo et al. (2012) investigated the learning journey in PBL in a Physics classroom.They described what happened when a high school physics teacher adopted PBL in his classroom and found that the challenges he faced arose from disparities between the motives driving everyday practices and schooling, which they attribute to differences between academies and the lived realities of practitioners.This is why Pease and Kuhn (2011) found that the effective component of the PBL focuses on engagement with a problem rather than the social component typically associated with the method.Achievement of learning was found to be connected to students' motivation to learn physics (Selçuk, 2010), problem-solving ability (Becerra-Labra et al., 2012), and critical thinking ability (Mundilarto & Ismoyo, 2017).

PBL increases attitude toward physics and physics learning
In this study, such outcomes from the attitude toward learning physics were effective (Bergin et al., 2018;Kampen et al., 2004;Kanyesigye et al., 2022b;Maryuningsih et al., 2019;Sahin, 2009;Selçuk & Çalis ¸kan, 2010).For instance, results from the study that investigated the effect of PBL on students' attitudes indicated that the experimental group was more satisfied than the control group (Selçuk & Çalis ¸kan, 2010).Analysis of student responses indicates that students in the PBL group engaged more in higher-order problem-solving skills and demonstrated a deeper understanding of the learning process than students in the more traditionally hands-on group (Bergin et al., 2018).Teachers appreciated using PBL in the classroom, and the statistical findings indicated a high statistical significance (Kanyesigye et al., 2022b) compared to other teachers who did not receive PBL training.However, the findings from Sahin (2009) suggested further study to investigate predictors and correlates of students' physics learning using qualitative measures to support and more clearly interpret the numerical findings.
Students' academic achievement is connected to how students appreciate learning methods such as PBL.In this regard, perception, beliefs, and attitude show beneficiaries' appreciation of a specific input.It is reasonable to believe that if students excel in a particular subject, they are more likely to develop a positive attitude toward it or experience an increased liking for that subject.Such attitudes depend on input, such as the teaching method used, like PBL, and vice versa.When students possess a positive attitude on a specific subject, they will likely be able to perform well (Heng & Mansor, 2010;Sahin, 2010b).Then, if a new or modernized method improves students' academic achievement, it will be favored over a traditional method.For instance, group factor ANOVA and one-way ANOVA showed that information literacy treatment affected academic self-efficacy and learning performance (Heng & Mansor, 2010).The results showed a causal relationship between information literacy training and improving university students' academic self-efficacy and learning performance in a PBL environment.The authors confirmed that information literacy training could help increase college students' academic self-efficacy and learning performance, which is essential in the PBL learning process.

PBL develops critical thinking and problem-solving abilities
Critical thinking and problem-solving are potential skills that students need to possess in this 21 st century (Osman et al., 2021).We can hypothesize that if a student likes a subject, understands it, and performs well, he will eventually possess such potential skills.These two skills were elaborated in this study in many physics studies, the effectiveness of PBL in developing critical thinking (Jatmiko et al., 2018;Parno et al., 2019;Wartono et al., 2018) and problem-solving (Jandric et al., 2011;Pawlak et al., 2020;Yuberti et al., 2019).For instance, the results of the effect sizes analysis on the influence of problem-based learning showed a great effect on the critical thinking ability of students in optical instrument topics (Parno et al., 2019) PBL develops mental models, science process skills, cooperative learning, and creative thinking Finally, developing problem-solving and critical thinking abilities can be bettered by attaining science process skills and mental models.The skills required to engage in systematic scientific inquiry are commonly referred to as the scientific process.Enyeneokpon (2012) found a relationship between academic achievement and science process skills.For instance, students exposed to a problem-based learning strategy obtained higher science process skills scores (73.67) than those exposed to the conventional lecture method (26.73).Critical thinking ability and creative thinking ability (Yanti et al., 2022) are both important cognitive skills that are interrelated and complement each other.Critical thinking involves evaluating, analyzing, and synthesizing information to arrive at a logical conclusion or solution.In contrast, creative thinking involves generating novel and original ideas, perspectives, and solutions.A mental model is a cognitive framework or mental representation that individuals use to understand, interpret, and make sense of the world around them.Mental models are based on an individual's experiences, knowledge, beliefs, and assumptions, and they help shape how individuals perceive and interact with their environment.The fact that PBL showed a positive effect in developing mental models (Batlolona et al., 2020;Batlolona & Souisa, 2020) could be a solution for physics teachers across all levels of education.Overall, PBL was effectively implemented when students learned in cooperative learning groups (Saka & Kumas ¸, 2009).This shows the potential of PBL in regard to constructivism learning theory.Constructivism posits that individuals actively construct their own understanding and knowledge through their experiences and interactions with the environment.In PBL, students are presented with a real-world problem or scenario that requires them to apply their knowledge and skills to develop a solution.The problem serves as the starting point for learning, and students are expected to actively engage in the learning process by seeking out information, working collaboratively, and reflecting on their experiences.

Conclusion and Study Implication
As our analysis spans a wide range of publication years, it is evident that research on the impact of PBL in physics education has evolved.The concentration of studies in specific years, such as 2010 and 2018, may indicate periods of increased scholarly interest or significant developments in the field.Researchers and educators should consider these temporal trends when designing future studies or implementing PBL in educational practices.Additionally, ongoing research should monitor emerging trends to ensure that the application of PBL remains relevant and effective in addressing the dynamic challenges of physics education.
As revealed in our analysis across various educational levels, there is a predominant focus on the university setting, and there is an opportunity to expand research into the impact of PBL in high and elementary schools.Future studies should strive for a balanced representation across educational levels.Moreover, the limited focus on teachers as participants suggests a gap in understanding educators' perspectives on implementing PBL.Further research in this area can offer valuable insights.Collaborative efforts between researchers and educators are encouraged to tailor PBL strategies to the unique needs of each educational level, promoting a more comprehensive and practical approach.
Notably, student involvement in problem selection is limited, occurring in only one article, while teacher-centric decision-making prevails.Therefore, there are potential methodological biases and a need for greater student agency.Thus, it recommended promoting methodological diversity, fostering student-centered approaches, providing professional development for teachers, advocating for longitudinal studies, and encouraging collaboration within the physics education community.
The studies above suggest that PBL enhances knowledge retention and academic achievement.In addition, there is also a better understanding of physics topics, and students develop critical thinking, problem-solving, and many other skills.Regardless of the specific teaching method used in continuing education, optimizing excitement, maximizing selfefficacy, and minimizing anxiety will help create high levels of student understanding and competence.This is why the theory of constructivism supports the PBL approach.For example, the optimal learning environment for PBL subjects includes teaching that supports reflection and collaboration, sufficient time for independent study, and formative and summative assessments that are tailored to students' learning problems.
Studies that did not show a positive effect of PBL in learning physics might have been caused by the implementation or study design.A comparison of problem-based learning and traditional lecture students' expectations and course grades in an introductory physics classroom (Sahin & Yorek, 2009) and exploring university students' expectations and beliefs about physics and physics learning in a problem-based learning context (S ¸ahin, 2009) did not show the effectiveness of PBL on attitude toward learning physics.Both studies probably caused this to be in the same project from the same authors.Another study combined attitude and conceptual understanding (students' epistemological beliefs and conceptual understanding (Sahin, 2010a), one combined attitude and problem-solving ability (students' motivation to learn and capacity to build problem-solving skills (Argaw et al., 2017)), and another investigated academic achievement (increasing learning outcomes (Herliana et al., 2020)).Some researchers, such as Hung ( 2011), have suggested the reasons for some negative outputs.They argued that the concerted efforts of PBL could mitigate questions regarding research methods.However, issues related to PBL implementation have broader implications than simple explanations of unresolved disputes.These things are directly related to the performance of students.Some of the issues are administrative, which is outside of teaching activities.However, some are instructive and can be improved.The recipient is possible to correct unwanted student behavior arising from the PBL process, students' fundamental way of thinking about teaching methods, and their study habits.
Other variables or skills not widely covered in the physics body of knowledge are reasoning abilities, metacognitive skills, lifelong learning skills, development of metacognition, self-efficacy, environmental literacy, higher-order thinking skills, management skills, and self-regulated learning.Therefore, future studies should prioritize investigating these aspects.Researchers in physics education are encouraged to explore the effects of Problem-Based Learning (PBL) on additional variables and skills beyond those examined in this study.
This project contains the following underlying data: • Analysis table of finding.docx(Studies, Concept, Participants, level of Participants, Research Design, Analysis, Role of PBL, Effect)
Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0).

Iqbal Ainur Rizki
Universitas Negeri Surabaya, Surabaya, East Java, Indonesia The article is scientifically well-structured.It demonstrates consistency in its research questions, methodology, results, discussion, and conclusions.The article also exhibits good originality, with no prior research similar to it.However, in the "Concept of PBL and its implementation" section, particularly concerning the implementation stages, ranging from problem identification to generalization, the inclusion of graphical illustrations would greatly enhance reader comprehension.
Are the rationale for, and objectives of, the Systematic Review clearly stated?Yes

Are sufficient details of the methods and analysis provided to allow replication by others? Yes
Is the statistical analysis and its interpretation appropriate?Yes

Are the conclusions drawn adequately supported by the results presented in the review? Yes
Competing Interests: No competing interests were disclosed.
Reviewer Expertise: Innovative Physics Learning, Technology-assisted Learning, Physics Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.
Overall the information presented represents valuable information regarding the role of PBL in teaching and learning physics particularly in students' academic achievement, attitude to learn physics, problem-solving, critical and creative thinking, cooperative learning enhancement, mental development, and science process skills attainment.The manuscript shows a lot of promise, but some minor details need to be addressed before it can be indexed.I suggest you include the timeline of the articles you picked for this review.Does the article include within the past 10 years or more than that? 1.
Does the filtering take into account the type of research method in each article?Does it include all types of research methods (i.e., quanti, quali, mixed methods) or only specific methods? 2.
I suggest to resentence this, "Other variables or skills not covered in the physics body of knowledge are reasoning abilities, metacognitive skills, lifelong learning skills, development of metacognition, self-efficacy, environmental literacy, higher-order thinking skills, management skills, and self-regulated learning.These are covered in other subjects apart from physics".I believe, if you search carefully again, there are quite a number of journals that presented the impact of PBL on students' self-efficacy (for instance) in physics within past years.

3.
I suggest rechecking the grammar of the whole manuscript for more quality presentation.4.
With the right changes, I believe that this manuscript can make a valuable contribution to the field of PBL in physics.I wish you good luck.
Are the rationale for, and objectives of, the Systematic Review clearly stated?Yes

Are sufficient details of the methods and analysis provided to allow replication by others? Partly
Is the statistical analysis and its interpretation appropriate?Yes

Are the conclusions drawn adequately supported by the results presented in the review? Yes
Competing Interests: No competing interests were disclosed.

Reviewer Expertise: Educational Technology in Physics
I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.
Author Response 10 Nov 2023

Gumisirizah Nicholus
Dear Authors, Overall the information presented represents valuable information regarding the role of PBL in teaching and learning physics particularly in students' academic achievement, attitude to learn physics, problem-solving, critical and creative thinking, cooperative learning enhancement, mental development, and science process skills attainment.The manuscript shows a lot of promise, but some minor details need to be addressed before it can be indexed.
Thank you so much for your encouragement!We have successfully followed your advice to frame our manuscript.
I suggest you include the timeline of the articles you picked for this review.Does the article include within the past 10 years or more than that?
We added, "The study's data analysis focused on articles spanning a diverse range of publication years, providing a comprehensive temporal perspective on the impact of PBL in physics education.Although a specific time frame was not set for the initial search, the analyzed data encompass articles published between 2004 and 2022.The Does the filtering take into account the type of research method in each article?Does it include all types of research methods (i.e., quanti, quali, mixed methods) or only specific methods?
No, we included all types of research methods.We clarified that: "In the analysis of 36 selected articles, a predominant reliance on quantitative methods was observed, with 27 articles adopting this approach.A smaller subset of six articles opted for qualitative methods, highlighting a qualitative exploration of the problem space.Additionally, three articles utilized a mixed-methods approach, combining elements of both quantitative and qualitative methodologies." I suggest to resentence this, "Other variables or skills not covered in the physics body of knowledge are reasoning abilities, metacognitive skills, lifelong learning skills, development of metacognition, self-efficacy, environmental literacy, higher-order thinking skills, management skills, and self-regulated learning.These are covered in other subjects apart from physics".I believe, if you search carefully again, there are quite a number of journals that presented the impact of PBL on students' self-efficacy (for instance) in physics within past years.
We deleted "These are covered in other subjects apart from physics."Sentence and inserted "widely" between "…skills not" and "covered in the physics body…" This adjustment acknowledges the possibility that some research has explored these variables within the context of physics education without making a definitive claim that they are entirely absent in the field.
I suggest rechecking the grammar of the whole manuscript for more quality presentation.We have checked grammatical errors throughout the whole manuscript.With the right changes, I believe that this manuscript can make a valuable contribution to the field of PBL in physics.I wish you good luck.

Sebatana M. Judicial
Natural Sciences Education, North-West University, Gauteng, South Africa This Systematic Review studies the role of Problem-Based Learning (PBL) as implemented during teaching and learning, with its main focus on the teaching and learning of Physics topics for the enhancement of 21st century skills.
However, rationale for, and objectives of this Systematic Review are not clearly stated.The idea could be picked from the discussion but are not clearly stated.Therefore, they should be clearly stated.
The second sentence under introduction section begins with "This approach..." which creates a gap since the approach in question have not been mentioned.Furthermore, it might help to connect PBL to the opening sentence.Again, the second line has "...problems are used...", it might be best to mention that the problems are real-life.The PBL process/characteristics must be omitted from introduction to avoid repetition.Citations by Karmila et al., 2021 andSuwono andWibowo 2018 emphasises the same idea, therefore must be restructured or combined.
The choices of sites for articles in the methodology is not justified.Data analysis has not been fully described for simplicity when reading findings.This is also where the connection between objectives and results should be seen.The themes must be clearly stated and described.
If is no trouble, the systematic review of PCK made by Vanessa Kind might be helpful in addressing most of these comments.I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.
Author Response 10 Nov 2023

Gumisirizah Nicholus
This Systematic Review studies the role of Problem-Based Learning (PBL) as implemented during teaching and learning, with its main focus on the teaching and learning of Physics topics for the enhancement of 21st century skills.However, rationale for, and objectives of this Systematic Review are not clearly stated.The idea could be picked from the discussion but are not clearly stated.Therefore, they should be clearly stated.
We revised the last paragraph of the introduction, which incorporates our objective."PBL is a dynamic educational method that challenges learners to engage with physics through real-world problem-solving, aligning theory with our daily experiences ( Ali, 2019).This approach empowers learners to become self-directed Despite the strides made by researchers in implementing PBL, there remains a gap in understanding of specific variables learned under PBL and the skills it can accelerate in the teaching and learning processes.Consequently, our study is purposefully crafted to address a fundamental research question: What role does the PBL approach play in the context of teaching and learning physics?So, we aim to uncover the effectiveness of the PBL approach, using "role" and "effect" interchangeably throughout this manuscript." The second sentence under introduction section begins with "This approach..." which creates a gap since the approach in question have not been mentioned.Furthermore, it might help to connect PBL to the opening sentence.Again, the second line has "...problems are used...", it might be best to mention that the problems are real-life.The PBL process/characteristics must be omitted from introduction to avoid repetition.Citations by Karmila et al., 2021 andSuwono andWibowo 2018 emphasises the same idea, therefore must be restructured or combined.
We started with "Problem-based learning (PBL) approach…" instead of "This approach …" We added "real-life" in "problems are used…" We deleted the "PBL is characterized by complex, real-world situations that do not have one correct answer ( Suwono and Wibowo, 2018)" to avoid repetition from what was presented by Karmila et al., 2021.
The choices of sites for articles in the methodology is not justified.Data analysis has not been fully described for simplicity when reading findings.This is also where the connection between objectives and results should be seen.The themes must be clearly stated and described.
We explained the strengths of choosing our sites for articles: "Scopus and Web of Science are recognized for their inclusivity across various disciplines and their stringent peer-review processes, making them robust platforms for accessing highquality academic literature." We revised the last paragraph of the introduction, which incorporates our objective, and revised the data analysis paragraph based on what we did in the results section."Data analysis was conducted using Mendeley 1.19.5 / 2019 software, with subsequent organization and exploring variables through MS Excel 2016 to generate pivot tables and figures.The comprehensive analysis of each of the 36 studies aimed to identify the core concepts or content they focused on, along with the specific skills influenced or unaffected by PBL.We examined participant-level study designs and employed critical statistical methods as part of the process.
The analytical process involved a collective effort among all authors to ensure a unified focus.The primary author executed the data analysis, while each coauthor played a validating role at every step.The collective analysis primarily centered around deciphering the role of PBL in learning physics.Given the diverse manifestations of PBL's impact, we applied a coding system to consolidate and simplify findings.For example, categories like student achievement, conceptual understanding, and performance were collectively coded as academic achievement.
To enhance readability and align with the study's objectives, we systematically presented the conclusions regarding the impact of PBL on teaching and learning physics.The findings were categorized as either demonstrating a significant positive effect or indicating no substantial impact.In instances where various effects or roles emerged, we coded them clearly and consolidated them for better interpretation.For instance, attitudes toward learning physics were collectively coded to encompass motivation, appreciation, expectation, beliefs, perception, influence, and similar terms.Additionally, critical thinking, problem-solving, creative thinking, mental Is the statistical analysis and its interpretation appropriate?Yes Are the conclusions drawn adequately supported by the results presented in the review?Partly Competing Interests: No competing interests were disclosed.
I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.
Author Response 10 Nov 2023

Gumisirizah Nicholus
PBL is an interesting approach where students work in groups to solve an open-ended problem.In this article advantages of using PBL were offered, and the disadvantages were mentioned.However, it would be very interesting to find out in how many cases was it an open questions and students decided on the problem on their own without any support or in how many times were the problems suggested in one way or the other.From experience to develop a researchable question on a specific topic is not easy.Please add a column or analysis displaying this information -as this could inform the usage of PBL.
Notably, the involvement of students in problem selection was limited, occurring in only one of the analyzed articles (Selçuk & Çalişkan, 2010).In this instance, students independently decided on the problem, showcasing a unique and student-driven approach to learning.Conversely, in ten articles, the suggestion of a problem was deemed not applicable, with a notable correlation to the prevalent use of qualitative methods in these cases.In most cases, the responsibility for deciding or suggesting a problem to students rested with the teacher.This was evident in diverse articles, where teachers took the lead in problem selection.This diversity in teacher-led problem introduction underlines educators' choices in shaping their students' learning experiences.We provided the above information in the results section.We also provided implications and recommendations for this in the conclusion section: "Notably, student involvement in problem selection is limited, occurring in only one article, while teacher-centric decision-making prevails.Therefore, there are potential methodological biases and a need for greater student agency.Thus, it recommended promoting methodological diversity, fostering student-centered approaches, providing professional development for teachers, advocating for longitudinal studies, and encouraging collaboration within the physics education community.".
Another suggestion is to provide the levels of the articles that you considered, for example, how many of the articles you considered were in high school and on tertiary level.You indicated that you considered all of them, but it would be interesting to show this in your
).This temporal diversity allows for a nuanced examination of how the role and effectiveness of PBL in physics education have evolved over the past two decades."In the method section, before the analysis paragraph.
No competing interests were disclosed.Reviewer Report 31 October 2023 https://doi.org/10.5256/f1000research.149476.r215446© 2023 M. Judicial S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Are the rationale for, and objectives of, the Systematic Review clearly stated?PartlyAre sufficient details of the methods and analysis provided to allow replication by others?PartlyIs the statistical analysis and its interpretation appropriate?YesAre the conclusions drawn adequately supported by the results presented in the review?YesCompeting Interests: No competing interests were disclosed.Reviewer Expertise: Problem-Based Learning, PhET simulations and Blended Learning, 21st century skills, Pedagogical Content Knowledge, Open-Educational Resources and research methodologies.
, fostering the acquisition of lifelong learning skills.PBL goes beyond the conventional learning, shaping critical thinkers and adapt problem solvers by seamlessly integrating physics knowledge and skills acquired during the teaching and learning process.Despite the prevalent perception of physics as a challenging subject among students ( Argaw et al., 2017), research indicates that PBL is a potent tool, significantly enhancing student achievement in physics.The efficacy of PBL has been explored in various disciplines, such as medical studies ( Koh et al., 2008; Neville, 2008) and engineering education ( Boelt et al., 2022).Building on the foundation laid by Coppens et al. (2011), whose systematic review highlighted PBL's effectiveness in promoting student learning outcomes, particularly in enhancing conceptual understanding.We recognize that the success of PBL hinges on factors like the quality of the presented problems, the level of student engagement, and the scaffolding and support provided by instructors.

Table 2 .
Data analysis used among reviewed articles.

Table 1 .
Research designs among reviewed articles.
Based on the Shishigu et al. (2018) findings, applying PBL at the college and tertiary level was suggested.This strategy was helpful for students to scrutinize the connection between theory and practice and eradicate rote memorization, as well as to understand concepts and principles central to physics.PBL groups were more successful in preventing the determined misconceptions (Ince, 2012) and more effective than the traditional teaching methods in improving students' conceptual understanding of magnetism topics (Kartal Tas ¸o glu & Bakaç, 2014).Likewise, while PBL students' improvements in scores were significantly more prominent than control students' improvements on the Mechanics Baseline Test (Polanco (Kanyesigye et al., 2022a)igye et al., 2022a; Kartal Tas ¸o glu & Bakaç, 2014; Pease & Kuhn, 2011; Polanco et al., 2004; Savall-Alemany et al., 2019;Shishigu et al., 2018; Yeo et al., 2012).For instance, difficulties in understanding mechanical waves(Kanyesigye et al., 2022a)were remediated by PBL instruction.