Exploring Trends and Impacts of Problem Based Learning E-Modules in Elementary Science Learning: Systematic Literature Review
DOI:
https://doi.org/10.56916/jirpe.v4i3.1282Keywords:
E-module, Problem Based Learning, Science LearningAbstract
The use of interactive digital learning materials, such as electronic modules based on Problem-Based Learning (PBL), is one way the education sector is adapting to technological advances in the Society 5.0 era. This digital transformation requires innovation in learning methods to prepare a generation with 21st-century skills. The purpose of this study is to systematically review the trends in the implementation and impact of the use of e-modules based on Problem-Based Learning (PBL) in Science Education at the elementary school level. Using the Systematic Literature Review (SLR) method based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, this article reviews 20 national and international journals published between 2021 and 2025. The study results indicate that PBL-based e-modules are effective in enhancing various cognitive skills among students, including critical thinking, scientific literacy, problem-solving abilities, and overall learning outcomes. Additionally, PBL e-modules demonstrate high levels of validity and practicality, making them suitable and applicable teaching materials. However, their implementation faces challenges such as limited digital infrastructure, insufficient teacher readiness, and the need for long-term effectiveness analysis and differentiation for students with special needs. This study provides a comprehensive synthesis of the development of PBL e-modules in the field of elementary education and offers strategic recommendations for further research and development, including the exploration of integration with cutting-edge technologies such as artificial intelligence (AI) and Augmented Reality (AR).
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