Enhancing Grade 4 Students’ Area and Volume Understanding and Mathematical Creative Thinking through Project-Based Learning
A Systematic Literature Review
DOI:
https://doi.org/10.56916/jirpe.v4i4.2454Keywords:
Project-Based Learning (PjBL), Area and Volume, Mathematical Creative Thinking, Grade 4 Elementary School, Contextual Local CultureAbstract
Grade 4 elementary school students often face difficulties in understanding mathematical concepts such as area and volume, which require connecting abstract reasoning with concrete representations. At the same time, creative thinking is increasingly recognized as an essential 21st-century skill that supports problem-solving and innovation. Project-Based Learning (PjBL) has been widely recommended to address these challenges; however, a systematic synthesis of its effectiveness in elementary mathematics, particularly on area and volume learning and creative thinking, remains limited. This study conducted a systematic literature review of empirical research published between 2018 and 2024. Following PRISMA 2020 procedures, five databases (Scopus, ERIC, Garuda, DOAJ, and SINTA) were searched. From 1,111 records initially identified, 743 were screened, 572 assessed for eligibility, and 50 experimental or quasi-experimental studies were included. Data were analyzed through meta-analysis and thematic coding to capture both quantitative effect sizes and qualitative insights. The results show that PjBL yields a substantial positive impact, with an overall effect size of d = 0.78 (95% CI: 0.65–0.91) for students’ understanding of area and volume, and d = 0.74 (95% CI: 0.60–0.88) for creative thinking skills. Projects lasting three to four weeks and integrating cultural contexts, such as Meru-Bali architecture, resulted in the highest mastery levels (85–100%). Improvements were also observed across the creativity dimensions of fluency, flexibility, originality, and elaboration (n-gain 0.47–0.86). Moderating factors include teacher scaffolding, STEM/STEAM integration, and student autonomy. Overall, PjBL demonstrates substantial potential for strengthening area and volume comprehension while fostering creative thinking in Grade 4 mathematics. The findings provide evidence-based design principles for implementing context-based PjBL and practical guidance for curriculum developers and teacher training programs.
References
Amir-Behghadami, M., & Janati, A. (2020). The Population, Intervention, Comparison, Outcomes and Study (PICOS) design as a framework to formulate eligibility criteria in systematic reviews. Emergency Medicine Journal. https://doi.org/10.1136/emermed-2020-209567
Banjar, A., Xu, X., Iqbal, M. Z., & Campbell, A. (2023). A systematic review of the experimental studies on the effectiveness of mixed reality in higher education between 2017 and 2021. Computers & Education: X Reality, 3, 100034. https://doi.org/10.1016/j.cexr.2023.100034
Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research & Development, 31(5), 625-640. https://doi.org/10.1080/07294360.2012.702735
Bin Adnan, M. F., & Abdul Rahman, A. A. (2024). Challenges in Implementing Project-Based Learning in Malaysian Vocational Colleges During Teaching Practicum. International Journal of Academic Research in Progressive Education and Development, 13(4), 2386–2393. https://doi.org/10.6007/ijarped/v13-i4/23828
Blumentfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (2011). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398. Journal Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139
Cahyaningsih, E., Suprijati, H., & Azy, L. (2025). Integrating Local Cultural Wisdom in Project-Based Learning to Improve Science Education: A Study of Kudus. Education and Sociedad Journal, 2(2), 66–77. https://doi.org/10.61987/edsojou.v2i2.701
Cahyono, B. Y., Irawati, R., Amalia, S. N., & Hidayat, L. E. (2024). Project-based learning in EFL educational settings: A meta-analysis study in EFL/ESL writing. Journal of Writing Research, 16(1), 105–127. https://doi.org/10.17239/jowr-2024.16.01.04
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26(October 2018), 71–81. https://doi.org/10.1016/j.edurev.2018.11.001
Daulay, H., & Asrizal. (2024). Effects of Ethno Pjbl on Creative Thinking Skills and Learning Outcomes in Science Learning: a Meta-Analysis. International Journal of Advanced Research (IJAR), 12(07), 1635–1647. https://doi.org/10.21474/ijar01/19212
De Oliveira Biazus, M., & Mahtari, S. (2022). The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills [El Impacto del Modelo de Aprendizaje Basado en Proyectos (PjBL) en las Habilidades de Pensamiento Creativo de los Estudiantes de Secundaria de los estudiantes de secundaria]. International Journal of Essential Competencies in Education, 1(1), 38–48. https://journal-center.litpam.com/index.php/ijece/article/view/752/513
Dewanti, S. S., Rahmawati, & Sumardi. (2025). Problem-Based Learning with Manipulative Media: Enhancing Elementary Students’ Conceptual Understanding in Area and Volume. Jurnal Ilmiah Sekolah Dasar, 8(3), 487–499. https://doi.org/10.23887/jisd.v8i3.80221
Dewi, S. K., Ekawati, R., & Dewi, R. S. I. (2025). Efektifitas Model Pembelajaran Pjbl Di Sekolah Dasar. JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar, 11(1), 193–204. https://doi.org/10.31932/jpdp.v11i1.4268
Evenddy, S. S., Gailea, N., & Syafrizal, S. (2023). Exploring the Benefits and Challenges of Project-Based Learning in Higher Education. PPSDP International Journal of Education, 2(2), 458–469. https://doi.org/10.59175/pijed.v2i2.148
Fatmawati, B., Jannah, B. M., & Sasmita, M. (2022). Students’ Creative Thinking Ability Through Creative Problem Solving based Learning. Jurnal Penelitian Pendidikan IPA, 8(4), 2384–2388. https://doi.org/10.29303/jppipa.v8i4.1846
Ferdiansyah, F., Sri Hastuti Noer, & Widyastuti, W. (2025). Enhancing Secondary Students’ Mathematical Creative Thinking Through Stem Project-Based Learning. Kalamatika: Jurnal Pendidikan Matematika, 10(1), 47–66. https://doi.org/10.22236/kalamatika.vol10no1.2025pp47-66
Ferrero, M., Vadillo, M. A., & León, S. P. (2021). Is project-based learning effective among kindergarten and elementary students? A systematic review. PLoS ONE, 16(4 April), 1–14. https://doi.org/10.1371/journal.pone.0249627
Ferrero, M., Vadillo, M. A., & León, S. P. (2021). Is project-based learning effective among kindergarten and elementary students? A systematic review. PloS one, 16(4), e0249627. https://doi.org/10.1371/journal.pone.0249627
Fisher, D., Kusumah, Y. S., & Dahlan, J. A. (2021). The Achievement of Middle School Students’ Mathematical Problem Solving Abilities through Project-Based Learning Models. Al-Jabar : Jurnal Pendidikan Matematika, 12(1), 185–192. https://doi.org/10.24042/ajpm.v12i1.8858
Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability (Switzerland), 13(12), 1–14. https://doi.org/10.3390/su13126518
Govaris, C., & Kaldi, S. (2011). Project-based learning to enhance recognition and acceptance of cultural diversity in the elementary school. In International handbook of migration, minorities and education: Understanding cultural and social differences in processes of learning (pp. 403-418). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-007-1466-3_26
Himmi, N., Armanto, D., & Amry, Z. (2025). Implementation of Project Based Learning (PjBL) in Mathematics Education: A Systematic Analysis of International Practices and Theoretical Foundations. Science Insights Education Frontiers, 26(2), 4305–4321. https://doi.org/10.15354/sief.25.or699
Juandi, D., Kusumah, Y. S., & Tamur, M. (2022). A meta-analysis of the last two decades of realistic mathematics education approaches. International Journal of Instruction, 15(1), 381-400. https://e-iji.net/ats/index.php/pub/article/view/452/551
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
Lavli, R. O. E. H., & Efendi, N. (2024). Effect of Project Based Learning Model on Creative Thinking Ability. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara, 15(2), 115–126. https://doi.org/10.37640/jip.v15i2.1804
Manalu, A. N., & Wilujeng, I. (2025). How Does the STEM-PjBL e-Book Impact Students’ Creative Thinking and Digital Literacy Skills? Journal of Innovation in Educational and Cultural Research, 6(2), 297–303. https://doi.org/10.46843/jiecr.v6i2.2056
Mardliyah, A. A., Ganinda, N., Lindawati, R., & Hermawan, W. (2024). Analysis of Project-Based Learning (Pjbl) in the Media for Teaching Indonesian Language and Literature Course. Matapena: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 7(2), 310–316. https://doi.org/10.36815/matapena.v7i02.3697
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. https://doi.org/10.1080/10494820.2021.1954036
Maulina, D., Meriza, N., Priadi, M. A., & Sukamto, I. (2022). Implementation of PjBL using unila’s moodle v-class and its interaction of students’ intrinsic factors. Biosfer, 15(2), 320–331. https://doi.org/10.21009/biosferjpb.28005
Methley, A. M., Campbell, S., Chew-Graham, C., McNally, R., & Cheraghi-Sohi, S. (2014). PICO, PICOS and SPIDER: a comparison study of specificity and sensitivity in three search tools for qualitative systematic reviews. BMC Health Services Research, 14(1), 1-10. https://doi.org/10.1186/s12913-014-0579-0
Ndiung, S., & Menggo, S. (2024). Project-Based Learning in Fostering Creative Thinking and Mathematical Problem-Solving Skills: Evidence from Primary Education in Indonesia. International Journal of Learning, Teaching and Educational Research, 23(8), 289–308. https://doi.org/10.26803/ijlter.23.8.15
Nguyen, H. T. M., Nguyen, G. T. C., Thai, L. T. H., Truong, D. T., & Nguyen, B. N. (2024). Teaching Mathematics Through Project-Based Learning in K-12 Schools: A Systematic Review of Current Practices, Barriers, and Future Developments. TEM Journal, 13(3). https://www.ceeol.com/search/article-detail?id=1260518
Nurfaidah, N., Pujiastuti, E., Cahyono, A. N., Sugiman, S., Kharisudin, I., & Korkor, S. (2023). Systematic literature review: mathematical creative thinking ability reviewed from self-regulated in Project Based Learning (PjBL) Model. International Journal of Mathematics and Sciences Education, 1(1), 31-40. https://doi.org/10.59965/ijmsed.v1i1.8
Oktavia, T., Prayoga, A., Vincent, Kenth, Devani, V., Milewis, I., Gaol, F. L., & Hosoda, T. (2022). The Effectiveness of Online Project-Based Learning (PJBL) to Improve Sustainability Education at Private University. Proceedings of 2022 International Conference on Information Management and Technology, ICIMTech 2022, August 2022, 62–66. https://doi.org/10.1109/ICIMTech55957.2022.9915053
Permatasari, S., Suhartono, S., & Linguistika, Y. (2022). Perbandingan Hasil Belajar Matematika Siswa Kelas 5 yang Menggunakan Model PjBL dengan Model Konvensional pada Materi Volume Kubus dan Balok di SD. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 2(10), 996–1012. https://doi.org/10.17977/um065v2i102022p996-1012
Pratiwi, G., Sova, F., Putra, F. G., Yunian Putra, R. W., Kusuma, A. P., & Rahmawati, N. K. (2020). The Influence of Project-based Learning (PjBL) and Learning Style om Mathematics Communication Skills of Junior High School Students. Journal of Physics: Conference Series, 1467(1). https://doi.org/10.1088/1742-6596/1467/1/012064
Prihatin, R., Sukmawati, F., Cahyono, B. T., Santosa, E. B., Juwita, R., & Suparmi. (2024). The Effect of PJBL and IBL on the Learning Independence of Vocational School Students. Tafkir: Interdisciplinary Journal of Islamic Education, 5(4), 598–611. https://doi.org/10.31538/tijie.v5i4.1171
Priyohutomo, A., Komarudin, & Sridadi. (2025). The Perspective of Physical Education Teachers: Challenges within the Project-Based Learning Model. Physical Education Theory and Methodology, 25(3), 511–517. https://doi.org/10.17309/tmfv.2025.3.05
Purbosari, P. M., Mobo, F. D., Sugiyanto, Y., Mulyati, S., Muryati, S., Angganing, P., & Pujiyana, P. (2024). Meta-Analysis of the Impact of the PjBL Learning Model on Student Academic Achievement: Analysis of Combined Effects and Heterogeneity. International Journal of Educational Studies in Social Sciences, 4(1), 16–23. https://doi.org/10.53402/ijesss.v4i1.405
Purwati, H., . S., Indiati, I., & Melly Savira, A. (2024). The Influence of STEM: Integrated PjBL Learning Models on Students’ Mathematical Creative Thinking Abilities Examined from a Metacognitive Perspective. KnE Social Sciences, 2024, 528–540. https://doi.org/10.18502/kss.v9i6.15302
Putri, P. E. W., Astawa, I. W. P., & Suharta, I. G. P. (2025). Integrating PjBL-STEAM with Balinese Meru Architecture to Enhance Students’ Mathematical Conceptual Understanding. International Journal of Education, Management, and Technology, 3(2), 516–524. https://doi.org/10.58578/ijemt.v3i2.5620
Quinapallo-Quintana, A. M., & Baldeón-Zambrano, A. X. (2024). Project-Based Learning. International Research Journal of Management, IT & Social Sciences, 11(1), 58–65. https://pdfs.semanticscholar.org/d928/c46d5c08b95fe0a0f5828bdd5eebdc70c7a7.pdf
Rahman, M. J. A., Yujia, Z., Linlin, Z., Yang, L., & Mohammad, M. (2024). Connotation and Effectiveness of Project-Based Learning (PJBL): A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences, 14(8), 866–876. https://doi.org/10.6007/ijarbss/v14-i8/22453
Rangkuti, A. N., & Fitriani, F. (2019). Pengaruh Pendekatan Pembelajaran Pbl Dan Pjbl Terhadap Kemampuan Komunikasi Matematis Mahasiswa Pada Mata Kuliah Statistik. Ta’dib, 22(2), 67. https://doi.org/10.31958/jt.v22i2.1578
Runnalls, C., & Hong, D. S. (2020). “Well, they understand the concept of area”: pre-service teachers’ responses to student area misconceptions. Mathematics Education Research Journal, 32(4), 629-651. https://doi.org/10.1007/s13394-019-00274-1
Saefullah, A., Suherman, A., Utami, R. T., Antarnusa, G., Rostikawati, D. A., & Zidny, R. (2021). Implementation of PjBL-STEM to Improve Students’ Creative Thinking Skills On Static Fluid Topic. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(2), 149. https://doi.org/10.26737/jipf.v6i2.1805
Sanfilippo, F., Tigano, S., Palumbo, G. J., Astuto, M., & Murabito, P. (2020). Importance of inclusion criteria in systematic reviews. British journal of anaesthesia, 125(5), e398-e399. https://doi.org/10.1016/j.bja.2020.07.010
Sitompul, A., Rezki Fauzani, A., Wahidah, S., Hanim Lubis, H., Dhana, V., & Nurul Rangkuti, I. (2024). Implementation Of Project-Based Learning (Pjbl) Model To Improve The Creative Thinking Ability Of Cosmetology Education Study Program Students. Proceedings of the 6th International Conference on Innovation in Education, Science, and Culture, ICIESC 2024, 17 September 2024, Medan, Indonesia, 1–5. https://doi.org/10.4108/eai.17-9-2024.2352861
Smith III, J. P., Males, L. M., & Gonulates, F. (2016). Conceptual limitations in curricular presentations of area measurement: One nation’s challenges. Mathematical Thinking and Learning, 18(4), 239-270. https://doi.org/10.1080/10986065.2016.1219930
Smith, J. P., Males, L. M., & Gonulates, F. (2016). Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges. Mathematical Thinking and Learning, 18(4), 239–270. https://doi.org/10.1080/10986065.2016.1219930
Syahri, M., Yusuf, N., Lutfiana, R. F., Diah Rosita, P., Prasetyo Wibowo, A., & Romadhon, R. (2024). Implementation Of the Project-Based Learning Model In The Pancasila Education Subject For Class X Students At SMA Negeri 1 Malang. Jurnal Pendidikan PKN (Pancasila Dan Kewarganegaraan), 5(1), 82. https://doi.org/10.26418/jppkn.v5i1.75648
Tan Sisman, G., & Aksu, M. (2016). A Study on Sixth Grade Students’ Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume. International Journal of Science and Mathematics Education, 14(7), 1293–1319. https://doi.org/10.1007/s10763-015-9642-5
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 3–6. https://doi.org/10.7771/1541-5015.1649
Virijai, F., Lutfiana, G., Emilya, W. T., Asrizal, & Mufit, F. (2023). The Effect of the Project Based Learning-STEM Model on Students Critical and Creative Thinking Skills: A Meta-Analysis. Jurnal Penelitian Pembelajaran Fisika (JPPF), 9(1), 166–171. https://doi.org/10.4108/eai.19-9-2023.2340544
Wati, O. K., & Wutsqa, D. U. (2024). Comparison of the Effectiveness of PBL and PjBL Learning Models in Terms of Self-Regulated Learning and Mathematical Reasoning. International Journal of Scientific Research and Management (IJSRM), 12(08), 511–524. https://doi.org/10.18535/ijsrm/v12i08.m01
Wichgers, L., Loots, W., Cocx, T., & Alers, H. (2021). Evaluation and improvements regarding the implementation of Project-Based Learning within the Innovative Development program. International Conference on Higher Education Advances, 1203–1210. https://doi.org/10.4995/HEAd21.2021.12812
Xu, J., & Wahid, N. H. B. A. (2024). The Effectiveness of PjBL in the Acquisition of Skills in Higher Vocational Education: A Qualitative Approach. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2), 16693–16712. https://doi.org/10.57239/pjlss-2024-22.2.001213
Yunianto, W., Rully Charitas Indra, P., & Crisan, C. (2021). Indonesian mathematics teachers' knowledge of content of area and perimeter of rectangle. Journal on Mathematics Education, 12(2), 223-238. https://doi.org/10.22342/jme.12.2.13537.223-238
Yunita, Y., Juandi, D., Kusumah, Y. S., & Suhendra, S. (2021). The effectiveness of the Project-Based Learning (PjBL) model in students’ mathematical ability: A systematic literature review. Journal of Physics: Conference Series, 1882(1). https://doi.org/10.1088/1742-6596/1882/1/012080
Yunita, Y., Juandi, D., Kusumah, Y. S., & Suhendra, S. (2021, May). The effectiveness of the Project-Based Learning (PjBL) model in students’ mathematical ability: A systematic literature review. In Journal of Physics: Conference Series (Vol. 1882, No. 1, p. 012080). IOP Publishing. https://doi.org/10.1088/1742-6596/1882/1/012080
Yusop, S. R. M., Rasul, M. S., Mohamad Yasin, R., Hashim, H. U., & Jalaludin, N. A. (2022). An assessment approaches and learning outcomes in technical and vocational education: A systematic review using PRISMA. Sustainability, 14(9), 5225. https://doi.org/10.3390/su14095225
Zacharos, K. (2006). Prevailing educational practices for area measurement and students’ failure in measuring areas. The Journal of Mathematical Behavior, 25(3), 224-239. https://doi.org/10.1016/j.jmathb.2006.09.003
Zaki, A., Mulbar, U., Husniati, A., & Naufal, M. A. (2024). Integrating Local Wisdom with Project-Based Learning to Enhance 21st-Century Skills in the Society 5.0 Era. Journal of Ecohumanism, 3(7), 1821–1831. https://doi.org/10.62754/joe.v3i7.4341
Zakiah, N. E., & Fajriadi, D. (2020). Hybrid-PjBL: Creative thinking skills and self-regulated learning of pre-service teachers. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032072
Zhang, D., YANG, Y., & Zhang, X. Reciprocal Longitudinal Associations between Length, Area, and Volume Measurement in Young Children. Area, and Volume Measurement in Young Children. https://papers.ssrn.com/sol3/Delivery.cfm?abstractid=5347965
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: a meta-analysis study. Frontiers in Psychology, 14(July), 1–14. https://doi.org/10.3389/fpsyg.2023.1202728
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Amriah, Supriadi, Cicih Sutarsih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
