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Global Trends and Thematic Evolution of Problem-Solving Research in Science Education: A Systematic Literature Review

Jurnal Pendidikan IPA Indonesia · Vol. 15 No. 3 (2026)

DOI
10.15294/jpii.v15i3.57359
ISSN
2089-4392, 2339-1286
Published
2026-09-29
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Problem-solving is a central competence in science education, yet its research landscape remains fragmented across domains, problem types, pedagogical contexts, outcomes, and regions. This study systematically maps global trends and thematic evolution in problem-solving research in science education from 2005 to 2025. Using a systematic literature review supported by bibliographic and multidimensional thematic mapping, 457 analysis-ready articles were selected from 10,926 initial records through a PRISMA-oriented procedure. The articles were coded according to science domain, problem type, learning context, pedagogical pathway, main outcome, research purpose, problem-solving role, geographical region, and citation indicators. The findings show substantial growth in the field, with physical science and chemistry learning dominating publication volume and outcome structures, while integrated STEM, environmental and earth science, and life and health science remain underrepresented. Structured, quantitative, diagnostic, and experimental tasks were the most established problem types, whereas open-ended, real-world, and SSI-based problems showed stronger mean citation impact despite lower frequency. Sankey and chord diagrams revealed a shift toward practical experimental contexts, authentic societal contexts, project/design pedagogy, and multidimensional outcomes. Despite these developments, authentic problems, sustainability-related contexts, interdisciplinary STEM, and project-oriented pedagogies are still frequently examined in isolation rather than as components of an integrated problem-solving framework. This review highlights the need for more integrative approaches that connect authentic problem-solving, contextual learning, sustainability, and interdisciplinary science education to support transferable competencies for addressing contemporary societal and environmental challenges.

Keywords

Collaboration network of the authors

18 authors · 42 co-authorship links · 12 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Sebelas Maret University
  • Sultan Idris Education University
  • Yogyakarta State University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Stephani Diah PamelasariState University of Semarang3
Sudarmin SudarminState University of Semarang1
Erna Noor SavitriState University of Semarang1
Rr. Sri Endang PujiastutiAffiliation unknown1
Haniza Hanim binti Mohd ZaimSultan Idris Education University1
AriyatunAffiliation unknown1
Widha SunarnoSebelas Maret University1
Sabar NurohmanYogyakarta State University1
Sarwanto SarwantoSebelas Maret University1
Indah Urwatin WusqoState University of Semarang1
Agus Edy LaksonoState University of Semarang1
Dyah Heni WulandariState University of Semarang1
Arif WidiyatmokoState University of Semarang1
N. R. FitrianiState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Global Trends and Thematic Evolution of Problem-Solving Research in Science Education: A Systematic Literature Review</dc:title>
	<dc:creator xml:lang="en">Khusniati, Miranita</dc:creator>
	<dc:creator xml:lang="en">Sarwanto</dc:creator>
	<dc:creator xml:lang="en">Yamtinah, Sri </dc:creator>
	<dc:creator xml:lang="en">Parmin</dc:creator>
	<dc:subject xml:lang="en">problem-solving</dc:subject>
	<dc:subject xml:lang="en">science education</dc:subject>
	<dc:subject xml:lang="en">systematic literature review</dc:subject>
	<dc:subject xml:lang="en">thematic mapping</dc:subject>
	<dc:subject xml:lang="en">citation impact</dc:subject>
	<dc:description xml:lang="en">Problem-solving is a central competence in science education, yet its research landscape remains fragmented across domains, problem types, pedagogical contexts, outcomes, and regions. This study systematically maps global trends and thematic evolution in problem-solving research in science education from 2005 to 2025. Using a systematic literature review supported by bibliographic and multidimensional thematic mapping, 457 analysis-ready articles were selected from 10,926 initial records through a PRISMA-oriented procedure. The articles were coded according to science domain, problem type, learning context, pedagogical pathway, main outcome, research purpose, problem-solving role, geographical region, and citation indicators. The findings show substantial growth in the field, with physical science and chemistry learning dominating publication volume and outcome structures, while integrated STEM, environmental and earth science, and life and health science remain underrepresented. Structured, quantitative, diagnostic, and experimental tasks were the most established problem types, whereas open-ended, real-world, and SSI-based problems showed stronger mean citation impact despite lower frequency. Sankey and chord diagrams revealed a shift toward practical experimental contexts, authentic societal contexts, project/design pedagogy, and multidimensional outcomes. Despite these developments, authentic problems, sustainability-related contexts, interdisciplinary STEM, and project-oriented pedagogies are still frequently examined in isolation rather than as components of an integrated problem-solving framework. This review highlights the need for more integrative approaches that connect authentic problem-solving, contextual learning, sustainability, and interdisciplinary science education to support transferable competencies for addressing contemporary societal and environmental challenges. </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-09-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/57359</dc:identifier>
	<dc:identifier>10.15294/jpii.v15i3.57359</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 15 No. 3 (2026): September 2026</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v15i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/57359/11584</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>