A Review: Research Trends on Development of a Sensor-Based Linear Motion Kit with Problem-Based Learning Model to Improve Problem-Solving and Critical Thinking Skills
DOI:
10.29303/jppipa.v12i4.14543Published:
2026-04-25Downloads
Abstract
This study aims to synthesize and map research trends related to the development of sensor-based linear motion kits integrated with a Problem-Based Learning (PBL) model to enhance students’ problem-solving and critical thinking skills in physics education. A Hybrid Systematic Literature Review (SLR) and Bibliometric Review was employed following PRISMA guidelines. Articles published between 2020 and 2025 were retrieved from Scopus and SINTA databases. Articles focusing on sensor-based kits and PBL in high school or university physics were included. After identification, screening, eligibility, and inclusion processes, 30 relevant studies were analyzed. Bibliometric techniques were used to identify publication trends, keyword co-occurrence, and thematic clusters, while qualitative synthesis examined pedagogical approaches and learning outcomes. The findings indicate a growing research interest in sensor-supported physics learning and PBL integration. Studies consistently report that sensor-based linear motion kits embedded in PBL environments effectively support real-time data interpretation, experimental reasoning, and collaborative inquiry, leading to significant improvements in problem-solving and critical thinking skills. However, gaps remain in the integration of low-cost, curriculum-aligned sensor kits and in long-term empirical validation. This review highlights the pedagogical potential of integrating sensor-based linear motion kits with PBL and provides evidence-based insights to guide future research and instructional design in physics education.
Keywords:
Critical Thinking Physics education Problem based learning Problem solving Sensor-based linear motion kitReferences
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