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All Journal Jurnal Pendidikan Fisika dan Teknologi Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Shelliana Iqlima
University of Mataram
Agriculture, Biological Sciences & Forestry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Physics Public Health Social Sciences Other

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Instructional Models for Enhancing Science Literacy Skills: A Literature Review Irman Muliadi; Lalu Azikri Amrullah; Ahmad Hardyan Isnaini; Neli Yuliani; Salwa Salwa; Shelliana Iqlima
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2440

Abstract

The low 2022 PISA scores highlight a serious challenge for scientific literacy in Indonesia, triggering the need for a transformation from conventional models toward pedagogical innovation. This study aims to analyze effective learning models for enhancing scientific literacy in the digital era. Using a Systematic Literature Review (SLR) method with the PRISMA model, this research reviewed 20 selected articles within the 2019–2026 interval. The analysis identified nine primary models and approaches proven to significantly improve scientific literacy: inquiry-based learning, problem-based learning (PBL), project-based learning (PjBL), STEAM-PjBL, guided inquiry, discovery learning, differentiated instruction, the ethnoscience approach, and the RADEC model. Findings indicate that these models, supported by technology integration such as interactive e-books and digital media, produce N-Gain scores in the medium to high categories. The ethnoscience approach also proved to enhance learning relevance through local wisdom. Despite their effectiveness, implementation still faces obstacles related to school facilities and teacher competency readiness. This study concludes that the synergy between student-centered innovative models and the reinforcement of teacher TPACK is crucial for creating meaningful, competitive, and adaptive science education for the modern era.
The Effectiveness of Guided Inquiry Learning Model on Students’ Scientific Literacy Skills: A Literature Review (2016-2025) Asyil Arifah; Eldza Rosmiatin Nafiz; Shelliana Iqlima
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2460

Abstract

This study aims to analyze and identify the effectiveness of the guided inquiry learning model on students' scientific literacy skills during the 2016–2025 period. The method used is a literature review with a qualitative descriptive approach involving 20 relevant national journal articles. The analysis process was carried out through the stages of identification, selection, and synthesis of research findings. The results of the review indicate that the guided inquiry learning model consistently has a positive and significant effect on improving students' scientific literacy. These improvements include aspects of conceptual understanding, analytical skills, interpretation of scientific data, as well as critical thinking and problem-solving skills. The strength of this model lies in students’ active involvement in a structured scientific investigation process, making learning more meaningful. Therefore, the guided inquiry learning model is recommended as an effective alternative science learning strategy to enhance students' scientific literacy and support the development of 21st-century skills.
The Effectiveness of Problem-Based Learning E-Modules on Students' Science Literacy: A Systematic Literature Review Shelliana Iqlima; Neli Yuliani; Asyil Arifah; Irman Muliadi; Salwa Salwa
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2194

Abstract

Science literacy is a fundamental competency that reflects students’ ability to understand and apply science knowledge in real-world contexts. The integration of Problem-Based Learning (PBL) into digital E-Modules has emerged as a promising innovation to improve this competency. This study analyzes the effectiveness of PBL-based E-Modules on students’ science literacy through a Systematic Literature Review (SLR) with PRISMA guidelines. Ten national and international articles published between 2016 and 2025, retrieved from Google Scholar, Garuda (SINTA), and ERIC databases, were selected and analyzed. The analysis reveals a positive trend in which PBL-based E-Modules generally and effectively support the improvement of science literacy across various educational levels. Three major themes emerge: (1) effectiveness of E-Modules in enhancing science literacy indicators through multimodal and interactive content; (2) the role of PBL in stimulating scientific reasoning and authentic problem-solving; and (3) integration of contextual and ethnoscience approaches as a catalyst for meaningful learning. These findings confirm that the synergy between interactive digital media and PBL is the key mechanism for transforming students’ science literacy in 21st-century education.
Design and Validation of Multimodal Project-Based Learning Syntax for Prospective Physics Teachers Gunawan Gunawan; Ahmad Harjono; Muhammad Zuhdi; Jannatin Ardhuha; Nina Nisrina; Windy Zaerani; Shelliana Iqlima
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12638

Abstract

Physics education in the digital era demands pre-service teachers to be proficient in packaging abstract concepts into cognitive-friendly, multimodal digital media. However, conventional Project-Based Learning (PjBL) models frequently remain final product-oriented, lacking explicit guidance on content representation. This study aims to describe the conceptual design process of the Multimodal-PjBL syntax for pre-service physics teachers and to evaluate its theoretical feasibility. The research adopted a Research and Development (R&D) approach using the ADDIE model, which was limited to the first three phases up to expert validation. Data were collected utilizing a 5-point Likert scale expert validation instrument evaluating content accuracy, structural construct, readability (language), and technical presentation of the Model Book, instructional kits, and supporting research instruments. The research subjects involved four expert validators (two content specialists and two media specialists). Quantitative data were analyzed using a five-point mean score conversion interval, while qualitative data were processed interactively through data reduction and a revision tracking matrix. The results revealed that the structural modification of the PjBL syntax was successfully and logically integrated with multimodal aspects across all instructional stages. Quantitatively, all developed documents achieved a "Highly Valid" predicate, with mean scores consistently ranging from 4.50 ≤ M ≤ 5.00. Notably, the digital product assessment instrument and the textbook achieved a perfect score of 5.00. Qualitatively, the initial draft was refined based on expert feedback through high-resolution vector graphic enhancements, the elimination of double-barreled statements, and the formulation of operational descriptors to minimize inter-rater bias. In conclusion, the Multimodal-PjBL syntax is proven to satisfy rigorous content and construct validity principles, making it highly feasible as an instructional foundation for digital science media production courses.
The Effectiveness of The Problem-Based Learning Model in Improving Conceptual Understanding in Physics Education: A Systematic Literature Review Shelliana Iqlima; Windy Zaerani; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Conceptual understanding is an essential competency in physics education that supports students' ability to solve contextual problems. Problem-Based Learning (PBL) is considered an effective approach for enhancing conceptual understanding through authentic problem-solving activities. This study aims to analyze the effectiveness of PBL in improving senior high school students' conceptual understanding of physics, identify factors influencing its effectiveness, and map research trends from 2014 to 2023. A Systematic Literature Review (SLR) using the PRISMA approach was conducted. A total of 52 articles retrieved from Google Scholar, ERIC, SINTA, and Scopus were screened based on predefined inclusion criteria, resulting in 15 eligible studies. The findings indicate that most studies reported positive effects of PBL on students' conceptual understanding of physics. The integration of technologies, such as PhET simulations, augmented reality, and virtual experiments, also supported the effectiveness of PBL. The most frequently reported influencing factors were problem quality, the teacher's role as a facilitator, and students' readiness. These findings suggest that PBL is a promising instructional approach for improving conceptual understanding in senior high school physics.
The Effectiveness of Digital Learning Media on Students' Understanding of Science Concepts: A Literature Review (2013–2022) Lalu Azikri Amrullah; Irman Muliadi; Ahmad Hardyan Isnaini; Shelliana Iqlima; Neli Yuliani; Windy Zaerani; Nurmayanti Nurmayanti
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The fundamental understanding of science concepts is often hindered by the abstract, microscopic, and complex characteristics of science topics. This study aims to map, classify, and evaluate the effectiveness trends of using digital-based learning media on improving students' science concept understanding. The method employed was a Systematic Literature Review (SLR) by analyzing 10 core articles published between 2013 and 2022, retrieved from Google Scholar, SINTA, and Portal Garuda databases. The results indicated that the integration of digital learning media consistently contributes significantly to reducing misconceptions and strengthening students' cognitive structures through three main media characteristics. First, interactive multimedia and digital simulations successfully reduce students' cognitive load through a multimodal approach. Second, self-directed digital teaching materials such as e-modules effectively facilitate self-regulated learning. Third, audiovisual media and recreational elements (educational games and digital comics) stimulate intrinsic motivation, resulting in strong concept retention in long-term memory. In conclusion, the success of strengthening science concepts in the digital era highly depends on the strategic alignment between the design of media characteristics and the instructional needs of the learners.
The Effect of the Problem-Based Learning (PBL) Model with a Multimodal Approach on Students' Physics Conceptual Understanding Shelliana Iqlima; Gunawan Gunawan; Muhammad Zuhdi
Indonesian Journal of Teacher Education Vol. 7 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i2.2644

Abstract

This study aims to examine the effect of the Problem-Based Learning (PBL) model with a multimodal approach on students' physics conceptual understanding on the static fluid topic. The study was motivated by the low conceptual understanding of eleventh-grade students at SMAN 3 Praya, resulting from conventional instruction that rarely engaged students in problem-solving activities and lacked varied learning representations. This research employed a quasi-experimental method with a nonequivalent control group design. The sample consisted of 26 students in the experimental group and 28 students in the control group, determined through purposive sampling. Conceptual understanding data were collected using a multiple-choice test based on the six levels of the revised Bloom's Taxonomy, namely remembering, understanding, applying, analyzing, evaluating, and creating, then analyzed using a pooled-variance t-test. The results showed that the experimental group posttest mean score of 85.42 was higher than the control group score of 78.42, with tcount of 2.952 greater than ttable of 2.007 at a 5% significance level. The N-Gain test revealed that the experimental group achieved a high category (0.769), higher than the control group which was in the moderate category (0.645). Therefore, it can be concluded that the PBL model with a multimodal approach has a significant effect on students' physics conceptual understanding.
Co-Authors Ahmad Hardyan Isnaini Ahmad Harjono Asyil Arifah Eldza Rosmiatin Nafiz Gunawan Gunawan Gunawan Gunawan Irman Muliadi Jannatin Ardhuha Lalu Azikri Amrullah Muhammad Zuhdi Neli Yuliani Nina Nisrina Nurmayanti Nurmayanti Salwa Salwa Windy Zaerani