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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Current Educational Review
Fitratunisyah, Fitratunisyah
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Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics

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Science Teachers Perceptions of the Nature of Science (NOS) and the Nature of Scientific Inquiry (NOSI) Al-Qoyyim, Thufail Mujaddid; Amanah, Prelia Dwi; Muliati, Eka; Fitratunisyah, Fitratunisyah; Jauhari, Muhammad Tantawi; Jufri, A Wahab
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.936

Abstract

This study aims to analyze science teachers' perceptions of the Nature of Science (NOS) and Nature of Scientific Inquiry (NOSI), including their understanding of the nature of scientific knowledge, the scientific method, and the challenges in its implementation in the classroom. A survey method was employed, involving 61 science teachers from various educational levels. The findings reveal that 59% of teachers agreed and 34.4% strongly agreed that they understand the nature of science and apply it in their teaching. Additionally, 65.6% agreed and 26.2% strongly agreed that scientific knowledge is tentative and continually evolving. Regarding the scientific method, 49.2% agreed and 44.2% strongly agreed that science is based on empirical evidence and can be tested. However, despite a general understanding of the importance of inquiry-based approaches, 47.5% disagreed and 14.8% strongly disagreed with the effectiveness of the inquiry model in science education, indicating significant challenges in its implementation. Factors such as limited facilities, time constraints, and students' readiness were identified as key obstacles to the optimal integration of NOS and NOSI. Therefore, enhanced teacher training, infrastructure support, and more adaptable teaching strategies are essential to ensure the effective implementation of NOS and NOSI in science education.
Research Trends of Problem Based Learning (PBL) Models to Improve Students' Critical Thinking Skills and Learning Outcomes (2016-2025): A Systematic Review Fitratunisyah, Fitratunisyah; Bactiar, Imam; Jamaluddin, Jamaluddin
Current Educational Review Vol. 1 No. 4 (2025): December
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v1i4.410

Abstract

This study examines the trend of the Problem Based Learning (PBL) model in improving critical thinking skills and student learning outcomes during the period 2016-2025. The PBL model is a learning model that involves students to solve a problem through the stages of the scientific method so that students can learn knowledge related to the problem and at the same time have the skills to solve problems. In learning, critical thinking is a high-level thinking skill that plays an important role in solving problems. Critical thinking is the ability to develop and explain arguments from data that is arranged into a complex decision or idea. Critical thinking is able to analyze data or information in a systematic way based on logic in investigating data or facts. This study aims to identify and analyze the Problem Based Learning (PBL) model to improve critical thinking skills and student learning outcomes. This research method is descriptive and analytical. The data used in this study were obtained from documents indexed by Google Scholar from 2016-2025 using publish or perish and dimension.ai. The data identified and analyzed were the types of publications, publication sources, and research titles on the PBL model to improve critical thinking skills and student learning outcomes that were widely cited. The data analysis method used bibliometric analysis assisted by VOS viewer software. The results of the study showed an increase in the number of publications from 2016 to 2020, with the peak of publications occurring in 2020 and a decline in 2021 to 2022. And there was an increase again in 2023 to 2024. In 2025 there was still a decline because the title was still rarely used. However, there are fluctuations that indicate challenges in this study. In addition, there are many types of publications in the form of article chapters, proceedings, edited books and monographs. However, the most common type of publication is articles, indicating a strong contribution from research in this field
Co-Authors A Wahab Jufri Al-Qoyyim, Thufail Mujaddid Amanah, Prelia Dwi Bactiar, Imam Jamaluddin Jamaluddin Jauhari, Muhammad Tantawi Muliati, Eka