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All Journal Jurnal Eduscience (JES) Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An
Rara Amanda
Universitas Negeri Medan
Education Languange, Linguistic, Communication & Media Social Sciences Other

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A DECADE OF SCIENCE EDUCATION RESEARCH IN INDONESIA: TRENDS, LEARNING MODELS, AND STUDENT OUTCOMES Teguh Febri Sudarma; Rara Amanda; Mayfa Dwi Arvi; Kezia Elmaesia Tarigan; Indah Maysaroh Siagian
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9396

Abstract

Purpose – This study aims to identify the most frequently examined learning models in science education research in Indonesia, map the most commonly studied learning outcomes, and analyze the patterns of relationships between the two.Methodology – This study employs an SLR  design following the PRISMA 2020 guidelines. Data retrieval was conducted via the Scopus database using the Publish or Perish application, covering the timeframe 2016–2025. Of the total 509 identified articles, 57 empirical studies were selected based on strict inclusion criteria. Data were analyzed using thematic synthesis to map the frequencies of models and outcomes, and to identify emerging patterns of relationships.Findings –The results indicate that IBL is the most frequently studied model (28 studies), followed by PBL and PjBL. The most commonly examined outcomes are critical thinking skills (21%), science process skills (17.5%), and academic learning outcomes. Relationship patterns fall into three configurations: one-to-many, many-to-one, and exclusive. Trends for 2024–2025 indicate a shift toward more holistic outcomes such as computational thinking, teachers’ pedagogical competencies, and reflective skills. This shift can be linked to the dynamics of the Merdeka Curriculum, the strengthening of project-based learning, and the demands of 21st-century competencies.Contribution – The dominance of the IBL model and the focus on critical thinking skills as learning outcomes reflect methodological convenience and alignment with curriculum policy rather than pedagogical superiority alone, with significant gaps remaining in non-dominant models (Cooperative Learning, Discovery Learning, ADDIE, Susan Loucks-Horsley) and non-cognitive learning outcomes. This study contributes theoretically through a relational model–outcome mapping framework that reveals one-to-many, many-to-one, and exclusive patterns, and practically by providing a basis for educators to select learning models and a roadmap for future research agendas.
ANALISIS IMPLIKASI PERUBAHAN KURIKULUM TERHADAP MANAJEMEN SEKOLAH PADA TAHAP PELAKSANAAN PEMBELAJARAN DI SEKOLAH Rara Amanda; Nuha Febry Anisa; Mayfa Dwi Arvi; Selfa Raya Hadi Kesuma; Tiwi cahyani Marpaung
Primary Education Journals (Jurnal Ke-SD-An) Vol 6 No 2 (2026): JULI 2026
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36636/primed.v6i2.9590

Abstract

Penelitian ini bertujuan untuk menganalisis implikasi perubahan kurikulum terhadap manajemen sekolah pada tahap pelaksanaan pembelajaran. Penelitian menggunakan pendekatan Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA 2020. Data diperoleh dari Google Scholar melalui aplikasi Publish or Perish dengan rentang tahun 2017–2026, dan dianalisis menggunakan sintesis tematik terhadap 30 artikel terpilih. Hasil penelitian menunjukkan bahwa perubahan kurikulum berimplikasi signifikan terhadap manajemen sekolah, meliputi pergeseran peran guru dari teacher-centered menjadi student-centered, peningkatan beban administratif, serta tuntutan pembelajaran berdiferensiasi dan berbasis proyek. Selain itu, kesiapan guru, pengembangan profesional berkelanjutan, serta sosialisasi dan koordinasi menjadi faktor kunci keberhasilan implementasi. Perubahan kurikulum juga berdampak pada peserta didik, baik dalam bentuk tantangan adaptasi maupun peluang peningkatan kualitas pembelajaran. Oleh karena itu, keberhasilan implementasi sangat bergantung pada kesiapan manajemen sekolah dalam mengelola sumber daya dan melakukan evaluasi berkelanjutan.
Co-Authors Indah Maysaroh Siagian Kezia Elmaesia Tarigan Mayfa Dwi Arvi Nuha Febry Anisa Selfa Raya Hadi Kesuma Teguh Febri Sudarma Tiwi cahyani Marpaung