Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology Horizon: Indonesian Journal of Multidisciplinary
Islawati Islawati
Universitas Negeri Makassar, Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Chemical Literacy and Students’ Conceptual Understanding and Effective Learning Strategies in a Global Perspective: A Systematic Literature Review Islawati Islawati; Eli Rohaeti; Erfan Priyambodo
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5317

Abstract

This study aims to analyze chemical literacy and students’ conceptual understanding, as well as to identify effective learning strategies from a global perspective. The method employed is a Systematic Literature Review (SLR) using the PRISMA approach on scientific articles indexed in Scopus within the period of 2015–2025. Based on the selection process, a total of 11 articles met the inclusion criteria and were analyzed using narrative synthesis and thematic analysis based on three main focuses: the development of chemical literacy, its relationship with conceptual understanding, and instructional approaches. The findings indicate that chemical literacy is a multidimensional construct encompassing knowledge, skills, attitudes, and the ability to apply concepts in real-life contexts, and it has evolved toward critical chemical literacy grounded in global issues. Furthermore, the results reveal that the level of students’ chemical literacy remains relatively low across various countries and is closely related to their conceptual understanding of chemistry. Various instructional approaches, such as context-based learning, socio-scientific issues (SSI), STEAM, argumentation, and technology integration, have been proven effective in enhancing both chemical literacy and conceptual understanding. In conclusion, chemical literacy and conceptual understanding are interrelated constructs that should be developed integratively through contextual and innovative learning approaches to address global challenges.  
Analysis of Students’ Sustainability Consciousness Based on Conceptual Dimensions, Determinant Factors, and the Knowledge–Attitude–Behavior Gap: A Systematic Literature Review Islawati Islawati; Eli Rohaeti; Erfan Priyambodo
HORIZON: Indonesian Journal of Multidisciplinary Vol. 4 No. 3 (2026): HORIZON: Indonesian Journal of Multidisciplinary
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/hijm.v4i3.5318

Abstract

This study aims to analyze students’ sustainability consciousness based on its conceptual dimensions, determinant factors, and the relationships among knowledge, attitudes, and behavior. This study employed a systematic literature review (SLR) approach, guided by the PRISMA framework to ensure a structured and transparent process of literature identification, screening, and synthesis. The literature search was conducted using the Scopus database with keywords such as “sustainability consciousness in higher education,” “students’ environmental awareness,” and “sustainability consciousness among university students.” The initial search yielded 249 records, of which 24 articles met the inclusion criteria and were included in the final analysis. The findings indicate that sustainability consciousness is a multidimensional construct consisting of knowledge, attitudes, and behavior that interact dynamically. The knowledge dimension is generally higher than the behavioral dimension, indicating a gap between students’ understanding and their actual practices. In addition, sustainability consciousness is influenced by internal factors such as environmental literacy and individual values, as well as external factors including education, curriculum, campus environment, and pedagogical approaches. The relationships among these dimensions are complex and non-linear, mediated by variables such as social norms and learning experiences. A key finding is the presence of a knowledge–action gap, demonstrating that increased knowledge does not necessarily lead to sustainable behavior. This study contributes by integrating the dimensions, determinants, and relationships of sustainability consciousness into a comprehensive analytical framework.
Co-Authors Eli Rohaeti Erfan Priyambodo