Literature Review: Application of the Problem-Based Learning (PBL) Model to Critical Thinking Skills in Chemistry Learning Materials

Critical thinking is analyzing, evaluating, and synthesizing information logically and objectively to make informed decisions. The low critical thinking ability in chemistry learning can be attributed to the lack of application of knowledge that emphasizes problem-solving, the prevalence of rote memorization methods, and the limited use of approaches that encourage exploration and analytical thinking. This research investigates the effect of implementing the Problem-Based Learning (PBL) model on developing critical thinking skills in chemistry education. The research method used is the Systematic Literature Review (SLR) method. Research data were obtained from reputable journal articles collected using Harzing's Publish or Perish 8 application, selected from journals published within the last 5 years. Data is analysed in a qualitative descriptive manner by describing and interpreting the findings obtained. The literature review results indicate that PBL significantly enhances students' active involvement, facilitates collaborative learning, and effectively integrates theory with practice. Additionally, PBL has proven effective in developing analytical, evaluative, reflective, and creative skills in problem-solving. This research confirms that applying PBL in chemistry learning can positively impact students' critical thinking skills, improving the quality of chemistry education. Therefore, integrating PBL into the chemistry curriculum is highly recommended to prepare students to face real challenges with strong critical thinking skills.