Potential of the Discovery Learning Model with a Cognitive Conflict Approach on Students’ Problem-Solving Skills: A Review
DOI:
10.29303/jpm.v21i5.12179Published:
2026-10-26Downloads
Abstract
Problem-solving skills are one of the key 21st-century competencies that can be developed through active learning. Although various studies have demonstrated the positive impact of the discovery learning model on problem-solving skills, research that integrates current trends with a synthesis of findings regarding the role of learning approaches- particularly the cognitive conflict approach-remains limited. This study aims to analyze trends in research on the discovery learning model as it relates to students’ problem-solving skills and to examine trends in the integration of learning approaches that support its implementation. The method used is a Systematic Literature Review (SLR) based on the PRISMA framework combined with bibliometric analysis. Bibliometric data were obtained from the Scopus database and analyzed using VOSviewer and Biblioshiny. Meanwhile, thematic analysis was conducted on 22 selected articles from Google Scholar and Scopus. Bibliometric findings suggest that research on discovery learning and problem-solving skills remains an active area of study, particularly in science and chemistry education. Recent research has explored the use of discovery learning alongside various approaches and strategies to promote active learning. Thematic synthesis further shows that discovery learning has generally been found to be effective in improving students' problem-solving skills. It can also be improved by using the right media, learning strategies, and teaching methods. The cognitive conflict method of learning, among others, has been highlighted in the literature as a learning approach that fits here, since it enables the restructuring of concepts.
Keywords:
Bibliometric Discovery Learning Problem-Solving Skill Systematic Literature ReviewReferences
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