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All Journal Integrated Science Education Journal Journal of Educational Studies
Agung Wahyu Hermansyah
Yogyakarta State University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Relevance of Tabula Rasa Theory in Digital Learning: A Systematic Literature Review Arnoldus Helmon; Herman Dwi Surjono; Jumadi Jumadi; Rahayu Fuji Astuti; Agung Wahyu Hermansyah; Wong Yoke Seng
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.3372

Abstract

The development of digital learning has encouraged a re-examination of various theoretical foundations in education, including the relevance of tabula rasa theory, which views knowledge as developing through learning experiences. This study aims to synthesize research findings on tabula rasa theory in the context of digital learning and to examine its implications for instructional design and the development of educational technology. The method employed is a Systematic Literature Review (SLR) conducted through stages of identification, screening, eligibility assessment, and systematic synthesis of the literature to identify research trends, major themes, and forms of conceptual implementation in technology-based educational practices. The results of the review indicate that tabula rasa theory remains relevant, particularly in emphasizing the importance of learning experiences, interaction with the learning environment, and instructional designs that are adaptive to learners’ needs. Flexible, interactive, and data-driven digital learning further reinforces the importance of learner-centered instructional design that prioritizes meaningful learning experiences. The findings suggest that tabula rasa theory continues to hold conceptual value in understanding experience-based learning processes; however, it needs to be integrated with contemporary learning theories to remain relevant to the complexity of digital learning and the ongoing development of educational technology.
STEM-Based Learning in Early Childhood Education: A Systematic Literature Review on Children’s Scientific Literacy Agung Wahyu Hermansyah; Dika Putri Rahayu
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3633

Abstract

Purpose of the study: This study aims to systematically map the development of global research on STEM-based learning in early childhood education, with a focus on research trends, dominant themes, implementation characteristics, and their contribution to the development of children’s scientific literacy. Methodology: A Systematic Literature Review (SLR) was conducted by integrating bibliometric analysis and thematic synthesis of 158 scientific articles obtained from research databases. The analysis involved mapping publication developments, keyword analysis, research networks, and identifying key themes related to STEM learning and early childhood science literacy. Main Findings: The findings reveal a significant growth in publications on STEM-based learning in early childhood education, reflecting increasing global attention to early scientific literacy development. Bibliometric analysis identifies scientific literacy, STEM education, science education, curriculum, and engineering education as dominant research themes. Thematic synthesis shows that STEM implementation is commonly conducted through play-based learning, exploration, simple experiments, investigation, and problem-solving activities, supporting children’s scientific literacy and 21st-century competencies. Novelty/Originality of this study: This review makes a novel contribution by integrating bibliometric analysis and thematic synthesis to map global research on STEM learning in early childhood education. It expands on previous understanding by identifying research trends, characteristics of STEM implementation, and developing a conceptual framework linking STEM learning ecosystems, authentic experiences, and children's scientific literacy development.
Co-Authors Arnoldus Helmon Dika Putri Rahayu Herman Dwi Surjono Jumadi Jumadi Rahayu Fuji Astuti Wong Yoke Seng