Implementation of Project-Based Learning in 21st Century Learning in Science Learning: A Systematic Literature Review

Abstract

The project-based learning model has received considerable attention in educational research due to its potential to enhance student engagement in 21st century learning. This systematic literature review aims to implement the project-based learning model in 21st century learning. The review synthesizes relevant journal findings published between 2019 and 2024. The databases used were from eric, publish or perish, and google scholar. The journals used are reputable journals indexed by Scopus Q1, Q2, Q3, Q4, Sinta 1 and Sinta 2,. 23 articles were obtained that match the theme of project-based learning models in 21st century learning. Descriptive analysis shows that the project-based learning model can develop students' skills in science learning. Through practical projects, students are encouraged to prepare important questions related to a topic of material to be studied, develop a project plan, make a schedule, monitor the implementation of project-based learning, test and provide an assessment of the project created. The review also highlights the positive impact of project-based learning on learning outcomes, student motivation and engagement, and its potential to minimize the achievement gap among learners in science subjects (biology, chemistry and physics). In conclusion, this systematic literature review can build critical thinking skills, creativity skills, communication skills, as well as collaboration skills in its integration with project-based learning in science learning.