Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Koordinat : Jurnal Pembelajaran Matematika dan Sains
Imroatun Nadifah
Universitas Negeri Yogyakarta
Education Mathematics Physics

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

Found 2 Documents
Search

 1 
Integrating Indigenous Knowledge in Science Education: A Systematic Review of Curriculum Design and Teaching Strategies Imroatun Nadifah; Yuni Anisa Widiyanti; Nisa’ul Mutoharoh; Libna Sahlatul Mufidah
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.220

Abstract

This systematic literature review seeks to investigate in a structured manner how the appropriate curriculum design and teaching strategies are used to integrate indigenous knowledge into science education. The method used is the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The phases are carried out from identification, screening to included. Several inclusion and exclusion criteria are used for the screening stage. The resulting articles were 21 studies. The findings of the study reveal that by integrating indigenous knowledge with science education, learning becomes more contextual. In addition, the right curriculum and strategy also determine the success of this integration. Local teachers are also more confident in explaining learning topics by being integrated into local culture in a multicultural manner, this is because teachers already know a little more about local culture in daily life in society. In addition, the concept of relationships in this integration is not just about transferring knowledge but building a close relationship between the environment and the community. The development of a new paradigm is not aimed at dominating, but rather to open a dialogue between knowledge systems so that it can enrich science education without sacrificing cultural identity
The Impact Of Inquiry-Based Learning On K-12 Students’ Motivation And Science Literacy: A Systematic Literature Review Diego Stefvannof; Winarto Winarto; Imroatun Nadifah; Melati Latifah
Koordinat Jurnal MIPA Vol. 6 No. 2 (2025)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v6i2.190

Abstract

This systematic literature review (SLR) explores the impact of inquiry-based learning (IBL) on K–12 students’ learning motivation and science literacy. A total of 20 empirical studies published between 2018 until 2025 were selected using PRISMA 2020 guidelines from Scopus, SpringerLink, and Elsevier databases. The studies employed various inquiry-based learning models (guided, open, and socio-scientific), educational levels, and instructional media. The findings show that inquiry-based learning consistently enhances students’ intrinsic motivation by fostering autonomy, engagement, and contextual learning. Simultaneously, inquiry-based learning improves science literacy through inquiry cycles involving observation, hypothesis testing, experimentation, and reasoning. Guided inquiry appears to be the most effective form, particularly at primary and lower secondary levels, while hybrid models like SSIBL and IB-NOSA enhance students’ argumentation and scientific thinking. However, the effectiveness of inquiry-based learning is influenced by teacher readiness, duration of intervention, and technological support. This review reinforces the pedagogical relevance of inquiry-based learning in promoting 21st-century competencies and suggests its integration into curriculum design, teacher training, and science education policies
Co-Authors Diego Stefvannof Libna Sahlatul Mufidah Melati Latifah Nisa’ul Mutoharoh Winarto Winarto Yuni Anisa Widiyanti