Characteristics of Classical Mechanics Misconceptions and the Effectiveness of Problem-Based Learning: A Systematic Literature Review
DOI:
https://doi.org/10.47945/create.v1i1.3356Keywords:
Problem-Based Learning, Misconceptions, Classical Mechanics, Kinematics, Newtonian Dynamics, Systematic Literature ReviewAbstract
Students’ misconceptions in classical mechanics are often resistant to change and may persist after conventional instruction, while Problem-Based Learning (PBL) is frequently recommended as a potential solution. However, evidence from Indonesia concerning both issues remains fragmented across small-scale studies using different instruments. This systematic literature review, reported with reference to PRISMA 2020, addressed two questions: (1) what characteristics of misconceptions have been reported in kinematics and Newtonian dynamics, and (2) what evidence exists regarding the effectiveness of PBL for conceptual understanding and misconception reduction in classical mechanics. Peer-reviewed journal articles published from 2016 to 2026 in Indonesian or English were identified through Google Scholar and supplementary databases, screened according to eligibility criteria, and synthesized thematically alongside descriptive comparisons of reported statistics. Six studies met the main inclusion criteria, supplemented by one PBL retention study on a non-mechanics topic. In kinematics, reported misconception rates ranged from 26.7% (general kinematics) to 40.67% (free-fall motion). In dynamics, the average misconception rate reached 61.10%, while misconceptions concerning weight force reached 86.36%, primarily because of confusion between mass and weight. PBL studies consistently reported higher posttest scores or N-gain values than conventional instruction (e.g., N-gain 0.67 vs. 0.42). However, none of the intervention studies used misconception-specific diagnostic tests, reported standardized effect sizes, or conducted delayed posttests. Thus, the available evidence supports the cautious conclusion that PBL improves conceptual understanding in mechanics, whereas claims concerning misconception reduction and long-term retention remain insufficiently supported. Future research should integrate scaffolded PBL with tiered diagnostic assessments, report standardized effect sizes, and include delayed measurements to distinguish immediate learning gains from sustained conceptual change.
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