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All Journal Jurnal Pendidikan Kebutuhan Khusus Jurnal Pemberdayaan Komunitas MH Thamrin Jurnal Inovasi Pendidikan MH Thamrin Integrated Science Education Journal Jurnal Ilmiah Management Agribisnis (Jimanggis) Schrödinger: Journal of Physics Education Jurnal Kesehatan Masyarakat Perkotaan
Suryati, Sri
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Agriculture, Biological Sciences & Forestry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences Other

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From Curiosity to Active Engagement: The Teacher’s Role in Physics Learning Suryati, Sri; Astalini, Astalini; Kurniawan, Dwi Agus
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2310

Abstract

Purpose of the study: This study aims to analyze how teachers foster students' curiosity and engagement in physics learning by identifying effective pedagogical patterns that simultaneously support active participation and enhance students’ intrinsic motivation. Methodology: This study employed a qualitative approach using a Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines. Data were collected from Taylor & Francis, Springer, and MDPI databases. Purposive sampling selected 29 articles (1984–2025). Data were analyzed using thematic analysis with document extraction sheets. Main Findings: Teachers act as facilitators, motivators, and learning designers in fostering curiosity and engagement. Effective strategies include inquiry-based learning, project-based learning, contextual approaches, and open-ended exploration. These strategies enhance intrinsic motivation and support cognitive, emotional, and social engagement, while promoting deeper conceptual understanding, scientific character development, and sustained curiosity through inquiry, experimentation, and reflective dialogue. Novelty/Originality of this study: This study integrates student curiosity and engagement into a unified analytical framework in physics education, offering a perspective that has rarely been addressed in prior research. This PRISMA-based SLR provides a systematic synthesis of evidence and advances understanding of how adaptive and collaborative teaching practices foster scientific curiosity in contemporary learning contexts.
Co-Authors Astalini Astalini Darmaji, Darmaji Dewi, Diah Sari Dewi, Nurma Farni, Evi Ramna Harizon Harizon Haryanto Haryanto Kurniati, R.A.Emmy Kurniawan, Dwi Agus Narji, Moh pitasari, pipit Salsabilla Nurma Yahya, Gita Thony Ak, Agoes Yusnidar Yusnidar