The Implementation of the Problem-Based Learning Model to Improve Students’ Critical Thinking Skills in Newton’s Laws

Abstract

Critical thinking is an essential competency in 21st-century physics learning, yet classroom practice is still often dominated by teacher-centered instruction. Problem-Based Learning (PBL) is widely proposed as a student-centered alternative that engages students in authentic problems. This article aimed to examine the theoretical foundations, characteristics, and implementation of PBL for developing the critical thinking skills of high school students, with Newton's Laws as the learning context. The study was conducted as a literature review supported by a bibliometric approach, in which relevant publications were searched with Publish or Perish, screened, mapped with VOSviewer, and managed with Mendeley. The review showed that PBL is rooted in constructivism and is characterized by real-world problems, interdisciplinary links, authentic inquiry, tangible products, and collaboration. Implementing PBL required teacher preparation, particularly in managing the transition to group work and in teaching social and group skills, and it was carried out through a five-phase syntax that begins with orienting students to the problem and ends with analyzing and evaluating the problem-solving process. Previous studies reported that PBL improved students' critical thinking in physics and other science subjects. It was concluded that PBL is a relevant alternative for strengthening critical thinking in physics learning, and empirical testing on Newton's Laws is recommended for future research.