Literature Review: The Effect of Problem-Based Learning (PBL) on Self-Efficacy in Physics Education 1Faris,2Luvia Ranggi Nastiti,3Jhelang Annovasho,4Nadia Azizah
1,2,3,4 Program Studi Tadris Fisika, UIN Palangka Raya, Kota Palangka Raya, Kalimantan Tengah, Kode Pos: 73112.
Abstract
Physics learning requires not only a mastery of concepts but also students^ self-efficacy in solving complex problems. This study aims to analyze the effect of Problem-Based Learning (PBL) on self-efficacy in physics learning through a systematic literature review. The method used was a Systematic Literature Review (SLR) with the PRISMA approach. The literature search was conducted in the Google Scholar, ERIC, and ScienceDirect databases using the keywords ^Problem-Based Learning,^ ^self-efficacy,^ and ^physics learning.^ Of the 60 identified articles, a screening and selection process was conducted, resulting in 22 articles that met the inclusion criteria for further analysis. The results of the review indicate that PBL consistently has a positive impact on increasing self-efficacy through students^ active engagement in problem-solving, mastery experiences, social interaction, and the reflection process. In the context of physics learning, PBL has proven effective, particularly when combined with supporting strategies such as scaffolding and simulation media. However, research specifically examining the relationship between PBL and self-efficacy in physics learning remains limited. Therefore, further focused research is needed to strengthen the empirical findings. Overall, PBL can serve as an effective alternative learning model for enhancing students^ self-efficacy in physics learning.
Keywords: Problem-Based Learning, self-efficacy, physics learning, PRISMA, systematic literature review
