A systematic review of research on project-based learning in reducing misconceptions in Science Learning

Abstract

Misconceptions in science learning are one of the problems that hinder conceptual understanding and scientific literacy of students at various levels of education, thus becoming a challenge in supporting the achievement of Sustainable Development Goal (SDG) 4 on quality education. Project-Based Learning (PjBL) is seen as one approach that has the potential to reduce misconceptions through student engagement in authentic problem solving, investigation, collaboration, and conceptual reflection. This study aims to systematically synthesize empirical evidence regarding the effectiveness of PjBL in reducing misconceptions in science learning, identify its implementation characteristics, and map research trends and gaps that still require development. The study used the Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines, through the stages of identification, screening, feasibility assessment, and inclusion of articles published in the period 2014–2025. A total of 45 articles that met the inclusion criteria were analyzed based on the study's country of origin, educational level, scientific field of study, research design, misconception diagnostic instrument, and key findings regarding the effectiveness of PjBL. The synthesis results indicate that PjBL consistently contributes to reducing misconceptions and improving conceptual understanding, particularly in physics and chemistry learning. Most studies used quasi-experimental designs with tiered diagnostic instruments, such as two-tier and four-tier diagnostic tests. The novelty of this study lies in presenting a comprehensive synthesis that not only evaluates the effectiveness of PjBL but also identifies mechanisms of conceptual change, global research trends, and research gaps that can form the basis for developing project-based learning models in the future. These findings provide theoretical and practical contributions to the development of evidence-based science learning, while strengthening the role of PjBL as a learning strategy that supports improving the quality of science education in accordance with SDG 4.