ABSTRACT
This study presents a meta-analysis assessing the impact of Problem-Based Learning (PBL) on scientific literacy in science education. The research followed the PRISMA procedure to synthesise findings from 10 empirical studies between 2015 and 2024. Using a random effects model with Hedges' g statistic, the study found an overall effect size of 0.93 (95% CI: 0.15–1.71), indicating a moderate to large positive effect of PBL on scientific literacy compared to traditional teaching methods. Heterogeneity analysis revealed an I² value of 94%, suggesting substantial variability across the studies. Variations in effect size were influenced by educational attainment and geographic location, with tertiary students showing more significant improvements in scientific literacy than secondary school students. Additionally, the Trim and Fill analysis confirmed no publication bias, reinforcing the validity of the findings. These results underscore the effectiveness of PBL in enhancing scientific literacy and improving educational quality. The study recommends broader adoption of PBL methodologies across educational levels to support the development of critical thinking and scientific understanding in students.
