Vol. No. 1, 2025, pp. DOI: https://doi. org/10. 29210/1202525369 Contents lists available at Journal IICET Jurnal EDUCATIO (Jurnal Pendidikan Indonesi. ISSN: 2476-9886 (Prin. ISSN: 2477-0302 (Electroni. Journal homepage: https://jurnal. org/index. php/jppi Enhancing problem-solving skills in chemistry through problembased learning with SETS: a systematic review Pangastuti Sri Mulyani1,2. Leny Heliawati1*) Department of Science Education. Postgraduate School. Pakuan University. Bogor. Indonesia Sekolah Menengah Atas Negeri 1 Dramaga. Bogor. Indonesia Article Info ABSTRACT Article history: The development of 21st-century education in Indonesia necessitates equipping students with essential competencies such as problem-solving skills (PSS), particularly in chemistry learning, where real-world relevance is crucial. This study explores the integration of the Science. Environment. Technology, and Society (SETS) approach into Problem-Based Learning (PBL) as a strategy to enhance students' PSS in chemistry. Employing a Systematic Literature Review (SLR), this research analyzed 127 articles from five databases (SCOPUS. Google Scholar. Semantic Scholar. Taylor & Francis, and ERIC) published between 2020 and 2024. After applying inclusion and exclusion criteria based on relevance to PBL. SETS. PSS, and secondary chemistry education, 14 highquality articles were selected for in-depth analysis. The review revealed that integrating SETS into PBL positively impacts students' ability to analyze, reason, and apply chemical concepts in solving contextual problems. However, challenges such as teacher readiness, curriculum constraints, and limited assessment tools were also identified. This study contributes to the literature by mapping trends and identifying best practices for implementing PBL-SETS in chemistry education. Despite its comprehensive scope, the review is limited by potential publication bias and the exclusion of non-English studies. These findings suggest the need for more empirical studies and professional development programs to support teachers in adopting PBL-SETS effectively. Received Apr 21th, 2025 Revised May 24th, 2025 Accepted Jun 30th, 2025 Keyword: Problem based learning Science environment technology Society (SETS) Problem solving skills Chemistry Systematic literature review A 2025 The Authors. Published by IICET. This is an open access article under the CC BY-NC-SA license . ttps://creativecommons. org/licenses/by-nc-sa/4. Corresponding Author: Leny Heliawati. Pakuan University Email : leny_heliawati@unpak. Introduction In the era of 21st-century education, students are expected to master not only content knowledge but also essential competencies such as critical thinking, self-directed learning, and problem-solving skills (PSS) to engage with the complex and dynamic demands of modern society (Hughes, 2. Among these skills. PSS stands out as a vital capability, enabling learners to analyze, evaluate, and respond effectively to real-world challenges. the context of chemistry educationAiparticularly at the secondary school levelAithis need is especially pressing. Chemistry plays a central role in understanding and addressing global issues such as environmental degradation, technological innovation, sustainable energy, and public health (Suseelan et al. , 2. However, despite the relevance of chemistry to everyday life, many students struggle to apply chemical knowledge to contextual problems, resulting in a persistent gap between theoretical understanding and practical application. Enhancing problem-solving skills in chemistryA This gap has been observed in both developed and developing countries. A 2021 report by the National Science Teachers Association (NSTA) in the United States indicated that only 35% of high school students felt confident in using chemistry knowledge to solve real-world problems, such as water pollution or renewable energy evaluation (NSTA, 2. Similarly, in Indonesia, student performance assessments have shown that learners often perform well on recall-based items but underperform in problem-based assessments requiring contextual reasoning (Zajuli et al. , 2. These findings suggest that traditional models of chemistry instructionAidominated by lectures, memorization, and procedural exercisesAiare insufficient in cultivating the higher-order skills necessary for solving interdisciplinary, real-life problems (Martaningsih et al. , 2. Previous studies have highlighted the potential of student-centered pedagogies, such as Problem-Based Learning (PBL), to enhance PSS by engaging students in collaborative, inquiry-driven problem-solving tasks (Juandi & Tamur, 2. PBL encourages learners to construct knowledge actively while developing skills in reasoning, critical thinking, and communication. However, most existing research tends to focus narrowly on cognitive outcomes, such as test scores or academic achievement, while giving limited attention to how PBL fosters real-world problem-solving or how it can be effectively implemented in school settings (Phungsuk et al. Furthermore, critical barriers to adoptionAisuch as lack of teacher training, resistance to student-led learning, and contextual limitationsAiremain underexplored in the literature, resulting in an incomplete understanding of PBLAos practical viability. To address this limitation, researchers have proposed integrating PBL with the Science. Environment. Technology, and Society (SETS) framework, forming what is known as PBL-SETS. Theoretically. SETS offers a socio-scientific approach that contextualizes chemistry learning by connecting it with relevant real-world issues (Prahani et al. , 2. When combined with PBL. SETS enhances authenticity and relevance by encouraging students to apply chemical principles in contexts such as waste management, renewable energy, or environmental toxicity. For instance, students might investigate the chemical nature of plastic waste, evaluate its ecological impact, and develop feasible solutions for sustainable disposal (Akben, 2. While PBL-SETS holds theoretical promise, empirical studies assessing its implementation in high school chemistry classrooms are still limited. Few investigations have evaluated how this integration influences PSS development, and even fewer have analyzed the structural and pedagogical challenges of its application in real educational environments (Warnock & Mohammadi-Aragh, 2. This research aims to address these gaps by conducting a Systematic Literature Review (SLR) that synthesizes current evidence on the use of PBL-SETS in secondary school chemistry education. The SLR method was selected for its ability to comprehensively and transparently collect, evaluate, and integrate findings across diverse studies (Xiao & Watson, 2. Specifically, this review seeks to: . assess the effectiveness of PBL-SETS in enhancing studentsAo problem-solving skills, and . identify key challenges and limitations in its classroom implementation. By systematically analyzing literature from major databasesAiincluding Scopus. Google Scholar. Semantic Scholar. ERIC, and Taylor & FrancisAithis study contributes to the development of evidence-based insights for educators, curriculum developers, and policymakers. Beyond advancing the theoretical understanding of PBLSETS, the findings aim to support practical improvements in classroom instruction, including the design of teacher training programs and curriculum frameworks that align with 21st-century learning goals. Ultimately, this study positions PBL-SETS as a transformative pedagogical model capable of bridging the gap between academic knowledge and societal relevance in chemistry education. Method This study employs a Systematic Literature Review (SLR) to evaluate the effectiveness of Problem-Based Learning integrated with Science. Environment. Technology, and Society (PBL-SETS) in enhancing problemsolving skills (PSS) in high school chemistry education and to identify associated implementation challenges. The SLR methodology was selected for its rigorous, transparent approach to synthesizing evidence, which is essential for addressing the fragmented literature on PBL-SETS and providing evidence-based insights for educators (Xiao & Watson, 2. The SLR follows the structured framework proposed by Okoli . , comprising six key steps: identifying goals, developing protocols, applying inclusion/exclusion filtering, searching for literature, assessing article quality, and synthesizing studies. These steps ensure a systematic and replicable process to answer the research questions: Identifying goals The primary objective of this SLR is to assess the impact of PBL-SETS on PSS in high school chemistry education and to identify barriers to its implementation. This focus addresses the need to consolidate evidence Journal homepage: https://jurnal. org/index. php/j-edu Jurnal EDUCATIO (Jurnal Pendidikan Indonesi. Mulyani. & Heliawati. Vol. No. 1, 2025, pp. on effective pedagogical strategies and practical challenges, as prior studies often lack comprehensive evaluations of PBL-SETS in this context (Prahani et al. , 2. Developing Protocols A detailed protocol was established to guide the literature search and ensure consistency. The search was conducted across five reputable databases: Scopus. Google Scholar. Semantic Scholar. ERIC, and Taylor & Francis. These databases were chosen for their extensive coverage of educational and scientific literature. The search used a combination of keywords: "Problem-Based Learning" AND "Science Environment Technology Society" AND "Problem Solving Skill" AND "High School" AND "Chemistry. " Boolean operators were employed to refine the search, ensuring relevance to the research objectives. The protocol limited the search to peer-reviewed articles published between 2018 and 2023 to reflect recent developments in educational research, as recommended by Xiao and Watson . Applying practical screen/ inclusion filtering. The third stage is inclusion filtering. At this stage, the reviewer performs filtering which aims to determine which articles will be used and which will not be used. In articles that are not used, the reviewer must write reasons related to the purpose or criteria of the article to be written. Inclusion filtering uses the SCOPUS. Google scholar. Semantic scholar. ERIC and Taylor and Francis databases. The keywords used are " Problem Based Learning" AND "Science Environment Technology Society" AND "Problem Solving skill" AND "High school" AND "Chemistry" . Table 1 Criteria Publication Time Language Exposure of Interest Code IC1 IC2 IC3 Participants Peer Review IC4 IC5 Reported Outcomes IC6 Study Design Type of Publication IC7 IC8 Inclusion English SETS integrated PBL strategy focus High school students Articles published in peer reviewed journals Effectiveness of SETS integrated PBL Code EX1 EX2 EX3 Empirical Research Journal Articles EX7 EX8 EX4 EX5 EX6 Exclusion Outside of that year English Not related to SETS integrated PBL strategy Not a high school student Not through peer review Not reporting the effectiveness of SETS integrated PBL Contains a literature review Book chapter, proceedings, blog, news article, meta Searching for Literature The literature search was conducted over a three-month period, from February to April 2025. Search terms were systematically applied in each database using the predefined Boolean logic, and the strategy was adapted as needed to accommodate different indexing systems. For instance, precise keyword variations and filters were applied in Google Scholar to ensure specificity, while advanced search filters were used in Scopus and ERIC. All retrieved articles were documented in Zotero and labeled based on initial relevance. Article Distribution T&F ERIC SEMANTICA GOOGLEA SCOPUS Figure 1 Journal homepage: https://jurnal. org/index. php/j-edu Enhancing problem-solving skills in chemistryA This process enabled transparent screening and facilitated the traceability of articles throughout the review The final selection of studies was guided by predefined inclusion and exclusion criteria, and the progression of article selection was illustrated using a PRISMA diagram, which includes detailed figures and justifications at each stage of inclusion or exclusion. Figure 2 Synthesizing studies The synthesis of data in this study was conducted using a thematic analysis approach, which allowed for the extraction of meaningful patterns and categories from the selected articles. The process began with an initial coding phase, in which key statements, findings, and relevant insights were identified from each article. These codes were then grouped into broader thematic categories that reflected the core focus areas of the research, particularly the effectiveness of the PBL-SETS approach and the implementation challenges faced in the classroom context. To ensure consistency and reduce the risk of bias, both reviewers independently conducted the coding and categorization processes, followed by a collaborative cross-review session to resolve any discrepancies and refine the themes. Once the thematic framework was established, the reviewers engaged in a narrative synthesis of the findings. This involved integrating and interpreting the themes through descriptive summaries and illustrative evidence drawn directly from the studies. Themes such as the improvement of analytical reasoning, contextual application of chemical knowledge, increased student engagement, and teacher-related obstacles emerged consistently across the reviewed literature. The synthesized results were then validated through consultation with two subject-matter experts in chemistry education. Their feedback was instrumental in confirming the clarity, relevance, and educational implications of the identified themes. This triangulation process enhanced the validity and credibility of the studyAos conclusions, ensuring that the interpretations were grounded in both empirical evidence and expert judgment Journal homepage: https://jurnal. org/index. php/j-edu Jurnal EDUCATIO (Jurnal Pendidikan Indonesi. Mulyani. & Heliawati. Vol. No. 1, 2025, pp. Extracting and assessing article quality The 14 selected articles were evaluated using a qualitative rubric (Table . adapted from educational research evaluation frameworks. Assessment focused on the clarity of goals, theoretical grounding, research methodology, and significance of findings. Table 2 Aspects/Criteria 4 (Very goo. Goals and Literature review Problems, objectives, reasons, research questions are formulated clearly Critically examine field conditions. Places the topic clearly in a broader Makes relationship to previous work. Discussing and resolving ambiguities in definitions. Synthesizing and evaluating ideas. offering new Theoretical Framework The theory is explained clearly, in detail, the framework is aligned with the Participant Participants were explained in detail and contextually about the population, sample and sampling The research methodology is well designed, appropriate, and supports the research objectives Data analysis is carried out in depth and detail with strong and relevant evidence. Method Results Conclusions Significance The article provides new and significant insights into chemistry learning or Assessment Score 3 (Goo. 2 (Enoug. Problems. Problems, objectives, reasons, research questions reasons, research are formulated questions are formulated less Discussing what has Discussing at and hasn't been least what has Putting the and has not been topic in a broader Discussing Making relationship to broader area. previous work. Making Defining key little relation to previous work. Synthesizing and Lack of synthesis evaluating ideas in the literature. Minimal evaluation of Theory aligned with Theories are only implied and vaguely, or are not aligned with the objectives. Participants are Participants are explained in detail explained the and contextually about the population, sample 1 (Les. Problems, objectives, reasons, research questions are formulated Failed to discuss what has and has not been done. The topic is not found in the wider There isn't any relation to previous work. There is no explanation of the theoretical basis Participant not The methodology is quite good but there are aspects that do not provide maximum support. The methodology has weaknesses but is still usable. The methodology is inadequate or inappropriate for the research The analysis is quite in-depth, but there are parts that are not supported by adequate evidence. The article has novelty, but its impact is relatively The analysis is shallow and lacks strength in supporting the main findings. The article contribution is minimal and does not bring significant new. There is no clear analysis or supporting data. Journal homepage: https://jurnal. org/index. php/j-edu There is no new contribution or just repeating previous Enhancing problem-solving skills in chemistryA Results and Discussions The systematic literature review analyzed 14 peer-reviewed articles to evaluate the effectiveness of ProblemBased Learning (PBL) integrated with the Science. Environment. Technology, and Society (SETS) framework (PBL-SETS) in enhancing problem-solving skills (PSS) in high school chemistry education, as well as to identify implementation challenges. The findings, summarized below, demonstrate the pedagogical value of PBL-SETS while highlighting key barriers that require strategic interventions. Based on the results of the analysis of 14 selected articles, the results are displayed as follows: Effectiveness of PBL-SETS The analysis revealed that PBL-SETS is consistently effective in enhancing studentsAo PSS, as evidenced by six studies reporting significant improvements in analytical reasoning, contextual understanding, and application of chemical concepts (P1. P2. P4. P6. P8. (Prahani et al. , 2022. Zajuli et al. , 2. For instance. Prahani et . found that PBL-SETS significantly improved studentsAo ability to apply chemical principles to realworld problems, such as analyzing water pollution, with a reported effect size of 0. Similarly. Zajuli et al. observed enhanced collaboration and critical thinking in students tasked with solving interdisciplinary chemistry problems. In contrast. PBL alone was effective in three studies (P3. P5. , but its impact was less pronounced, with smaller effect sizes . , 0. 45 in P. (Phungsuk et al. , 2. Other SETS-based methods, not integrated with PBL, showed weaker results in two studies (P10. , suggesting that the combination of PBL and SETS is uniquely effective in fostering PSS (Akben, 2. The Effectiveness of PBL and SETS and Other Methods on PSS Ability PBL PBL-SETS Efektif MetodeLainSETS Tidak Efektif Column1 Figure 3 Despite these promising results, the presentation of findings in Figure 3 lacks statistical rigor, such as effect size indicators or confidence intervals, which limits the ability to quantify the magnitude of PBL-SETSAos impact (Novianti & Suryawati, 2. To address this, future studies should report standardized metrics, such as CohenAos d, to enhance comparability (Xiao & Watson, 2. Additionally, linking results to specific studies using codes . P1. improves traceability, as recommended by systematic review guidelines (Rahman et , 2. Variations in effectiveness across studies suggest the influence of contextual factors, such as the chemistry subtopic or student demographics. For example, studies focusing on environmental chemistry (P4. reported stronger outcomes, likely due to SETSAos alignment with real-world relevance (Suseelan et al. , 2. This indicates that PBL-SETS may be particularly effective for socio-scientific topics, warranting further investigation into subject-specific applications (Wulandari & Sholihin, 2. The collaborative nature of PBL-SETS also fosters student engagement, as noted in studies emphasizing inquiry-driven tasks (Juandi & Tamur, 2. The effectiveness of PBL-SETS aligns with constructivist learning theories, which emphasize active knowledge construction through meaningful, authentic experiences (Woolfolk, 2. PBL-SETS engages students in real-world problem-solving, fostering deeper cognitive engagement and higher-order thinking skills, such as analysis and synthesis (Drigas & Papoutsi, 2. integrating SETS, the approach contextualizes chemistry within societal and environmental frameworks, enhancing studentsAo motivation and understanding of chemistryAos relevance (Araiza-Alba et al. , 2. This theoretical alignment underscores PBL-SETSAos potential to bridge the gap between theoretical knowledge and practical application, a critical need in chemistry education (Saavedra & Opfer, 2. Journal homepage: https://jurnal. org/index. php/j-edu Jurnal EDUCATIO (Jurnal Pendidikan Indonesi. Mulyani. & Heliawati. Vol. No. 1, 2025, pp. Implementation Challenges Despite its effectiveness. PBL-SETS implementation faces significant challenges, categorized into four main areas, as shown in Table 3 and Figure 4. These barriers reflect both pedagogical and systemic issues that must be addressed to maximize the approachAos impact. Table 3 Category Problem Solving Skills Student Adaptation Difficulties Teacher Challenge Time and Resources Coding Evaluation Ability Difficulty in forming Hypothesis Limitations of Problem Solving Learning Independence Students' difficulties in Dependence on teachers Teacher facilitation Designing Context Activities Time constraints Complexity of Learning Media Article P8,P9,P14 P8,P9,P14 Percentage (%) P1,P2,P8,P9,P14 P1,P2,P4,P8,P9,P14 P1,P2,P4,P6,P8,P9,P14 P1,P2,P6,P8,P9,P14 P1,P2,P4 PI,P2,P8,P9,P14 P1,P2,P4,P6,P8,P9,P14 P1. P2,P6,P8,P9 Kemampuan Waktu dan Sumber Daya. Tantangan Guru. Kesulitan Adaptasi Siswa. Kemampuan pemecahan masalah Kesulitan Adaptasi Siswa Tantangan Guru Waktu dan Sumber Daya Figure 4 The most prominent challenge, cited in 32% of studies (P1. P2. P4. P6. P8. P9. , is studentsAo difficulty adapting to the self-directed nature of PBL-SETS (Martaningsih et al. , 2. Students often struggle with openended problem scenarios, exhibiting low learning independence and limited experience in inquiry-based methods (Sari & Prasetyo, 2. This aligns with findings that students require scaffolding to transition to student-centered approaches (Warnock & Mohammadi-Aragh, 2. Implementing structured problem-solving templates or guided inquiry could mitigate this barrier (Kusuma & Widodo, 2. The second challenge, reported in 21% of studies (P1. P2. P4. P6. P8. , is time constraints and limited PBL-SETS requires extended instructional time for contextualization, experimentation, and discussion, yet many schools lack adequate laboratory facilities or flexible schedules (Phungsuk et al. , 2. For example. P6 noted that limited lab equipment hindered hands-on experiments, reducing authenticity. Systemic interventions, such as low-cost teaching materials or curriculum redesign, are needed to address this (Hidayat & Susanti, 2022. Lestari & Santoso, 2. The third challenge, identified in 18% of studies (P1. P2. P8. P9. , is studentsAo limited baseline problemsolving abilities. Despite PBL-SETSAos design, some students struggle with critical evaluation and applying chemical principles to real-world scenarios (Zajuli et al. , 2. Explicit instruction in heuristic approaches could Journal homepage: https://jurnal. org/index. php/j-edu Enhancing problem-solving skills in chemistryA build cognitive readiness (Sinaga et al. , 2. Metacognitive strategies, such as reflective journaling, may further support skill development (Drigas & Papoutsi, 2. The fourth challenge, noted in 14% of studies (P1. P2. P4. P8. P9. , is teacher readiness. Educators often lack training in facilitating SETS-oriented activities, leading to reliance on traditional methods (Martaningsih et , 2. Professional development programs focusing on PBL-SETS pedagogy are essential (Okoli, 2. Peer mentoring and collaborative lesson planning could also enhance teacher competence (Warnock & Mohammadi-Aragh, 2. In summary, while PBL-SETS significantly enhances PSS in high school chemistry education, its implementation is hindered by student adaptability, resource limitations, baseline skill gaps, and teacher Addressing these requires scaffolding, curriculum adjustments, explicit problem-solving instruction, and comprehensive teacher training, aligning with constructivist principles to foster 21st-century competencies (Amanda et al. , 2. Conclusions This systematic literature review synthesized findings from 14 high-quality studies to evaluate the effectiveness of integrating Problem-Based Learning (PBL) with the Science. Environment. Technology, and Society (SETS) framework in secondary school chemistry education. The results affirm that the PBL-SETS approach significantly enhances studentsAo problem-solving skills (PSS), including critical thinking, analytical reasoning, and independent learning. By situating chemical concepts within authentic, real-world contexts. PBL-SETS fosters deeper conceptual understanding and increases student engagement in learning that reflects 21st-century However, despite its promise, the implementation of PBL-SETS is not without challenges. The most notable obstacles include studentsAo difficulty in adapting to self-directed learning environments, teachersAo limited ability to design contextual learning experiences, and constraints related to time, instructional resources, and school These findings suggest that the successful application of PBL-SETS requires structural support, including comprehensive teacher professional development, curriculum alignment, and improved access to teaching materials and laboratory facilities. It is important to acknowledge several limitations of this review. The analysis was restricted to articles published between 2020 and 2024 and predominantly written in English, which may have excluded relevant non-English or earlier foundational studies. Furthermore, the methodological diversity of the selected studies posed challenges in drawing generalized conclusions, as the research contexts, sample characteristics, and outcome measures varied significantly. The absence of meta-analytical techniques also limits the quantification of effect sizes. Potential publication bias must also be considered, as studies with positive results are more likely to be published and indexed in accessible databases. Despite these limitations, this review offers meaningful contributions to the field of chemistry education by highlighting both the strengths and implementation barriers of PBL-SETS. Future research should explore longitudinal effects, develop standardized assessment tools for PSS, and investigate how PBL-SETS performs across different sociocultural and institutional settings. Practically, this study supports the strategic integration of PBL-SETS in curriculum development and provides evidence-based guidance for educators and policymakers seeking to advance science education through innovative, contextually grounded pedagogies. References