The implementation of project based learning in empowering student’s Higher-Order Thinking Skills (HOTS): a systematic literature review

High Order Thinking Skills (HOTS), encompassing critical, creative, and analytical thinking, are fundamental to preparing students for the challenges of the 21st century. In this context, project-based learning (PjBL) has been widely recognized as a pedagogical approach with the potential to strengthen these skills by engaging learners in meaningful, inquiry-driven, and collaborative tasks. This study systematically reviews existing literature to investigate the extent to which PjBL contributes to enhancing students’ HOTS. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines and employing the rigorous 10-step procedure outlined by Joklitschke et al. (2021), the review ensures methodological validity and reliability. Searches were conducted in reputable databases including ERIC, Scopus, and ProQuest, yielding 48 relevant articles for in-depth analysis. The findings demonstrate that the majority of studies employed quantitative research methods, with a particular emphasis on science education. Within these studies, HOTS were frequently assessed through indicators such as creative thinking, critical thinking, and problem-solving abilities. The analysis highlights a consistently positive impact of PjBL on enhancing students’ HOTS, with STEM-based projects identified as the most common and effective implementations across the reviewed literature. These results suggest that PjBL not only fosters academic achievement but also supports the holistic development of learners by cultivating essential cognitive and metacognitive skills. The implications of this study are twofold. First, it underscores the importance of integrating PjBL into various subject areas beyond science to maximize its potential in nurturing HOTS. Second, it provides educators and policymakers with evidence-based insights to design instructional practices that more effectively promote students’ critical, creative, and analytical abilities. Overall, this systematic review affirms the significant role of PjBL in advancing HOTS and emphasizes the need for broader and more diverse applications in educational practice.

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