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p-Index From 2021 - 2026
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All Journal Assyfa Learning Journal
Laifa Rahmawati
Yogyakarta State University, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Instructional Engineering in Science Education: A Systematic Literature Review of SDG-Oriented Project-Based Learning (2020–2025) Sri Cahya Purnamasari; Laifa Rahmawati
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1077

Abstract

Background: Modern ecosystems demand the transformation of subject-specific knowledge into actionable instructional designs that foster 21st-century competencies and global sustainability. However, systematic integration of global standards into classroom methodologies remains inadequately mapped. Objective: This study aims to evaluate the strategic implementation of the Project-Based Learning (PjBL) model within science education to structurally support the United Nations' Sustainable Development Goals (SDGs). Method: Employing a Systematic Literature Review (SLR) guided by PRISMA protocols, 15 high-quality primary research articles from 2020 to 2025 were regularly selected and scrutinized from Google Scholar and Scopus databases after screening an initial pool of 770 documents. Results: The findings reveal a prominent upward trend in instructional modernization combining PjBL with STEM, STEAM, and digital frameworks. While current instructional strategies focus heavily on SDG 4 (Quality Education) and SDG 13 (Climate Action) to enhance students' scientific reasoning, environmental awareness, and creativity, substantial instructional design gaps persist for other core areas such as SDG 3, 7, and 12. Conclusion: This review highlights that embedding sustainable trajectories within PjBL frameworks successfully bridges the gap between disciplinary expert content and professional competency alignment, although future instructional designs must expand toward underexplored goals
Bridging Local Wisdom and Disciplinary Pedagogy: A Systematic Review of Trends in Ethnoscience-Integrated Science Instructional Models Yanti Juanita; Laifa Rahmawati
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1079

Abstract

Background: 21st-century science education demands that students possess scientific literacy and critical thinking skills applicable to real-life scenarios. Integrating ethnoscience as local wisdom serves as an innovative instructional design to connect formal science with cultural context, successfully bridging the gap between high-level disciplinary knowledge and effective pedagogy. Objective: This study aims to analyze the publication trends of ethnoscience-integrated science learning models, identify the dominant instructional frameworks utilized, and describe their impact on educational outcomes. Method: Following the PRISMA guidelines, a Systematic Literature Review (SLR) was conducted on 10 Scopus-indexed articles published between 2015 and 2025, which were selected via strict inclusion criteria and evaluated using narrative synthesis. Results: The findings reveal an increasing trend in publications from 2023 to 2025, heavily focusing on scientific literacy and critical thinking. Dominant instructional designs include inquiry learning, ETNO-STEAM, context-based learning, and digital e-learning platforms. Implementing these models significantly enhances students' scientific literacy, higher-order thinking skills, learning motivation, and cultural identity reinforcement. Conclusion: Ethnoscience serves as a strategic instructional transformation pathway that seamlessly aligns science disciplines, cultural heritage, and character building within modern learning ecosystems. 
Co-Authors Sri Cahya Purnamasari Yanti Juanita