Silviana Nur Faizah, Lia Yuliati, Riska Pristiani
Problem-solving skills are essential for prospective elementary teachers, but there is limited research focusing on how these skills are developed within teacher education programs. This systematic literature review was conducted to examine empir-ical studies from 2013 to November 2023 and to answer two key questions: What are the current trends in research on problem-solving skills for prospective elementary teachers? What learning practices are trending to support the development of these skills? Thirty-seven studies were selected using the PRISMA framework. The review revealed a surge in publica-tions in 2020 and 2021, with a predominance of correlational quantitative and descriptive qualitative research designs. Fourteen distinct learning practices were identified to improve problem-solving skills, categorized into learning models, strategies, media, and assessments. The review also identified several gaps in the literature: the limited use of mixed-methods approaches, a lack of research and development studies testing innovative models, and insufficient integra-tion of varied teaching strategies in teacher education curricula. These findings highlight the need for mixedmethods re-search, more R&D to test innovative teaching models, and the integration of diverse learning practices into elementary teacher preparation programs. The review provides recommendations for researchers, teacher educators, and policymakers to enhance problem-solving skill development in prospective elementary teachers through more integrated and innovative approaches. © 2026, Malque Publishing. All rights reserved.
Universitas Negeri Malang, East Java, Malang, Indonesia; Universitas Islam Lamongan, East Java, Lamongan, Indonesia
