Integrasi Nilai Etika Ilmiah Melalui Project-Based Learning dalam Pembelajaran Matematika: Systematic Literature Review

Abstract

This study aims to analyse the integration of scientific ethical values in mathematics learning through the application of Project-Based Learning (PjBL). This study is motivated by the importance of building the scientific character of students in the 21st-century education era, which requires integrity, responsibility, and collaboration in the learning process. The method used in this study is a Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines. The data source was obtained from the Scopus database with a publication year range of 2021–2025. Of the total 1,112 articles searched, only 11 articles met the inclusion criteria. The results of the synthesis show that the application of PjBL in mathematics learning consistently improves the cognitive, affective, and ethical abilities of students at various levels of education, ranging from elementary school to college, including prospective teachers. Values such as academic honesty, scientific responsibility, cooperation, critical reflection, and social empathy are internalised naturally through contextual and collaborative project activities. These findings reinforce the view that PjBL is not only effective as a pedagogical strategy, but also as an ethical educational framework that fosters students' scientific character. Theoretically, this study expands on the concept of PjBL as an experiential learning approach and moral reflection, while practically providing a basis for teachers to design mathematics learning that is oriented towards scientific integrity and character building