Mapping the Paradigm Shift in Natural Science Education: A Structural Analysis of Problem-Based Learning and Socio-scientific Reasoning (2016–2026)
DOI:
https://doi.org/10.30736/reforma.v16i2.1374Keywords:
critical thinking, problem-based learning, Active Learning , Higher-Order Thinking Skills, Scientific InquiryAbstract
The escalating complexity of global socioscientific issues demands an urgent paradigm shift in natural science education toward frameworks that rigorously cultivate higher-order socioscientific reasoning. However, while problem-based learning (PBL) is widely applied, the literature remains fragmented, creating a pedagogical bottleneck that obscures clear pathways for structural instructional design. This study analyzes the research trajectory of critical thinking and PBL using a bibliometric analysis combined with a systematic literature review (SLR) based on the PRISMA protocol. Data from the Scopus database (2016–2026) yielded 99 eligible articles from an initial 433. The structural mapping reveals a paradigm shift from basic evaluation toward targeted problem-solving, with publications peaking in 2025 (29 articles) and driven prominently by contributors from the United States and Indonesia within core journals like Advances in Physiology Education. VOSviewer analysis identified three precise conceptual nodes: evidence-based pedagogical assessment, active learning implementation, and the conceptual nexus of PBL and critical thinking. The SLR synthesis indicates that PBL enhances these competencies specifically by scaffolding collaborative scientific inquiry and integrating blended active learning environments. Ultimately, these findings dictate that future instructional models must evolve beyond traditional boundaries, utilizing these structural nodes to design adaptive, technology-integrated curricula that effectively operationalize socioscientific reasoning.
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Copyright (c) 2026 Santi Rahmawati, Livia Diyah Yusnita, Findi Rahma Saputri, Kiki Septaria, Namira Putri Jawawi, Nihla Tasfirul Kholisho
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