Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Indonesian Journal of STEM Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Asyil Arifah
University of Mataram
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
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.
Potensi Tradisi Nyorong Sebagai Konteks Pembelajaran IPA Kontekstual Berbasis Budaya Lokal: Tinjauan Literatur Siska Afrilianti; Asyil Arifah; Eldza Rosmiatin Nafis
Indonesian Journal of STEM Education Vol. 8 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i2.2480

Abstract

Science education in the Merdeka Curriculum calls for a contextual and meaningful approach, yet science instruction often remains abstract and lacks a connection to students’ real-life experiences. An ethoscience approach can offer a solution by integrating local community knowledge into scientific concepts. However, studies that specifically map the Nyorong tradition of the Samawa tribe into school science concepts particularly in the physics topics of work and energy remain limited. This review article aims to analyze the potential of the Nyorong tradition as a context for contextual, ethnoscience-based science learning by mapping cultural activities to the concepts of work and energy. The study employed a narrative review method, examining 16 selected articles retrieved from the Google Scholar, ScienceDirect, ERIC, SpringerLink, and Garuda databases between 2021 and 2026. Data were analyzed using content analysis through thematic grouping and synthesis of findings. The results indicate that the Nyorong tradition includes activities relevant to the concepts of force, work, potential energy, kinetic energy, energy transformation, and power. Integrating the Nyorong tradition has the potential to enhance science literacy, scientific process skills, the relevance of learning, as well as the instillation of character values and appreciation for local culture. This study contributes to enriching references for local culture-based science education and opens opportunities for the development of contextual teaching materials in secondary schools.
Literature Review: The Role of Natural Science Education in Developing Students' Higher-Order Thinking Skills Eldza Rosmiatin Nafiz; Siska Afrilianti; Asyil Arifah
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i1.2510

Abstract

Higher-Order Thinking Skills (HOTS) are essential 21st-century competencies, particularly in science education which emphasizes critical, analytical, and problem-solving thinking. This study systematically analyzes science education’s role in developing students' HOTS using a Systematic Literature Review (SLR) methodology. Fifteen indexed scientific articles published between 2019 and 2025 were selected from Google Scholar and national journals through structured identification, screening, eligibility, and inclusion processes. Findings reveal that student-centered models such as Problem-Based Learning (PBL), Inquiry Learning, and Project-Based Learning effectively enhance HOTS. Additionally, digital media, interactive simulations, and STEM approaches boost student engagement and conceptual understanding. PBL emerged as the most dominant model due to its adaptability across science topics and strong capacity to cultivate problem-solving abilities. However, HOTS implementation remains moderate owing to teacher competency gaps, student readiness, and sub-optimal technology integration. Future research should develop more innovative, technology-integrated learning strategies to optimize HOTS development in science education.
Co-Authors Eldza Rosmiatin Nafis Eldza Rosmiatin Nafiz Irman Muliadi Neli Yuliani Salwa Salwa Shelliana Iqlima Siska Afrilianti