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All Journal Jurnal Pendidikan Fisika dan Teknologi Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Shelliana Iqlima
University of Mataram
Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Physics 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.
Co-Authors Ahmad Hardyan Isnaini Ahmad Harjono Asyil Arifah Eldza Rosmiatin Nafiz Gunawan Gunawan Irman Muliadi Jannatin Ardhuha Lalu Azikri Amrullah Muhammad Zuhdi Neli Yuliani Nina Nisrina Salwa Salwa Windy Zaerani