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All Journal Journal of Sustainable Transformation
Mubarakah, Rumaisya Hanifah
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Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences

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ANALISIS PERAN GURU SEBAGAI AGEN PERUBAHAN DALAM PENDIDIKAN ABAD 21 Mubarakah, Rumaisya Hanifah; Panjaitan, Theresia Nova Ishfihani; Ikmawati, Ikmawati; Untu, Zainuddin
Journal of Sustainable Transformation Vol. 3 No. 02 (2025)
Publisher : Universitas Nahdlatul Ulama Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59310/jst.v3i02.62

Abstract

21st-century education demands changes in the role of teachers, who are not only educators but also agents of change in creating innovative and adaptive learning environments. This study aims to analyze the role of teachers in guiding students to develop 21st-century skills and the challenges they face in fulfilling this role. This research used a literature study by analyzing various relevant sources. The results showed that teachers face challenges such as gaps in technology mastery, limited training, and demands for innovation amid high workloads. To overcome these challenges, teachers need to improve their digital competencies, implement innovative learning strategies, and build collaboration. Technology-based learning, such as blended learning, project-based learning, and collaborative learning, has proven effective in improving education quality. With the right policy support, teachers can optimize their role as agents of change and contribute to a better education transformation.
PERAN HAKIKAT SAINS DALAM PEMBELAJARAN IPA TERHADAP HASIL BELAJAR SISWA Mubarakah, Rumaisya Hanifah; Putri, Syahiida Aliyya; Wulandari, Annisa; Ikmawati, Ikmawati; Kurniawan , Kurniawan
Journal of Sustainable Transformation Vol. 4 No. 01 (2025)
Publisher : Universitas Nahdlatul Ulama Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59310/jst.v4i01.80

Abstract

This study aims to analyze the role of the Nature of Science (NOS) in science learning and its contribution to student learning outcomes through a literature review. This study examined eight articles published between 2020 and 2025 that discussed the implementation of Nature of Science (NOS) in science education. Thematic analysis indicates that integrating NOS encompassing processes, products, applications, and scientific attitudes has a consistently positive impact on conceptual understanding, scientific literacy, critical thinking skills, and learning motivation. Additionally, inquiry-based learning and the constructivist paradigm can enhance the role of Nature of Science (NOS), making science education more contextual, interactive, and meaningful. Nonetheless, the primary challenges still stem from teachers' limited understanding and students' low levels of scientific literacy. Integrating the nature of science into science education can provide a strategic foundation for preparing students to become scientifically literate, critical thinkers, and adaptable to the challenges of the 21st century.
Co-Authors Ikmawati, Ikmawati Kurniawan , Kurniawan Panjaitan, Theresia Nova Ishfihani Putri, Syahiida Aliyya Untu, Zainuddin Wulandari, Annisa