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All Journal International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Managere: Indonesian Journal of Educational Management
Nanik Nurhayati
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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INTEGRATION OF PHILOSOPHY OF SCIENCE AND SCIENCE AND TECHNOLOGY IN SCIENCE LEARNING: TOWARDS CRITICAL AND REFLECTIVE SCIENCE EDUCATION Fatimatuzzahro; Nanik Nurhayati; Syaifur Rijal; I Ketut Mahardika; Suratno
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 8 (2025): JULY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i8.843

Abstract

The rapid development of Science and Technology (Science and Technology) in the era of Industrial Revolution 4.0 and Society 5.0 demands learning of Natural Sciences (IPA) that not only emphasizes cognitive aspects, but also develops critical thinking skills, reflective, and ethical awareness of students. However, the practice of science learning in Indonesia still faces challenges in the form of the dominance of the rote approach and the lack of integration of the philosophical dimension and the value of science and technology. This study aims to analyze the integration of the philosophy of science and the use of science and technology in science learning and its contribution to strengthening students' critical and reflective thinking skills. The method used is Systematic Literature Review (SLR) by analyzing 15 selected scientific articles from a total of 25 articles obtained through a systematic selection process on academic databases. The results showed that philosophy of science strengthens students' understanding of scientific processes that are critical and tentative, while science and technology act as contextual media that can enrich the science learning process. The integration of both is effective through reflection-based learning models, socioscientific issues, and scientific ethics. This study recommends strengthening science learning that is integrative and holistic to support the achievement of 21st century competencies and the implementation of the Merdeka Curriculum substantively.
Managing Learning to Enhance Critical Thinking and Achievement in High School Ecosystem Topics Nanik Nurhayati; Rif’ati Dina Handayani; Sudarti
Managere: Indonesian Journal of Educational Management Vol. 7 No. 3 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v7i3.867

Abstract

This study aims to investigate the impact of learning management systems on the enhancement of critical thinking skills and student learning outcomes in high school ecosystem materials. The research employs a descriptive qualitative approach, utilizing data collection techniques that include in-depth interviews, classroom observations, and documentation. The findings show that the management of learning strategies by teachers, such as the use of case studies, open-ended questions, and group discussions, significantly encourages students to think analytically and reflectively. In addition, the principal plays the role of an instructional leader who fosters an academic climate that promotes critical thinking through teacher training, instructional supervision, and the integration of critical thinking values into the school culture. The learning evaluation system is also directed to assess high-level thinking skills, with the rubric of analysis and reflection as the primary measuring tool. This study concludes that improving learning outcomes cannot be separated from the integration of teacher strategies, school leadership support, and reflection-based evaluation. The study's implications highlight the importance of a holistic managerial approach in science learning, enabling students not only to master concepts but also to develop applicable and contextual critical thinking skills.
Co-Authors FATIMATUZZAHRO I Ketut Mahardika Rif’ati Dina Handayani Sudarti Suratno Syaifur Rijal