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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Semesta: Jurnal Ilmu Pendidikan dan Pengajaran
Aulia, Rini Shoffa
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Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Efektivitas Model Pembelajaran Problem Based Learning Dengan Media “Vlab Suhu Dan Kalor” Terhadap Hasil Belajar Aulia, Rini Shoffa; Chusni, Muhammad Minan; Kariadinata, Rahayu
SEMESTA: Jurnal Ilmu Pendidikan dan Pengajaran Vol. 3 No. 3 (2025): November 2025
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/semesta.v3i3.334

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) model using the “Vlab Suhu dan Kalor” media on students’ learning outcomes. This research employed a quasi-experimental method with a one-group pretest-posttest design. The research subjects consisted of 33 seventh-grade students who were given tests before and after the treatment. Data analysis was conducted through a normality test, hypothesis test, and N-Gain calculation. The results of the normality test showed that the data were normally distributed, while the hypothesis test obtained a significance value of < 0.05, indicating a significant difference between the pretest and posttest learning outcomes. The average N-Gain score of 62.97% falls into the medium category, showing a fairly effective improvement in learning outcomes. It can be concluded that the application of the PBL model using the “Vlab Suhu dan Kalor” media effectively enhances students’ science learning outcomes on the topic of heat and temperature.
Menelusuri Isu dan Tren Global Kurikulum Sains melalui Pendekatan Deep Learning: Analisis Bibliometrik Terbaru Aulia, Rini Shoffa; Rochman, Chaerul; Malik, Adam; Agustina, Tri Wahyu
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1601

Abstract

This study aimed to analyze current trends and emerging issues in the science curriculum through a bibliometric approach using VOSviewer software. A total of 200 recent articles from reputable internationally indexed scientific publications published between 2020 and 2025 were collected and analyzed based on the keyword “science curriculum.” The results of the co-occurrence and density visualization analyses indicate that research on the science curriculum is divided into two main clusters. The first cluster focuses on pedagogical approaches, such as inquiry-based learning, teacher roles, classroom context, and project-based learning, emphasizing the development of 21st-century skills and student learning performance. The second cluster reveals emerging trends toward the integration of technology and artificial intelligence, including artificial intelligence, computer science curriculum, and data analysis, reflecting the transformation of the curriculum toward the digital era. Overall, the bibliometric findings indicate a shift in the science curriculum paradigm from conventional approaches toward adaptive and technology-based learning, with an emphasis on the development of digital competencies, interdisciplinary collaboration, and creativity in science education. These findings highlight the importance of curriculum innovation that integrates STEM approaches and artificial intelligence (AI) literacy to address the challenges of 21st-century education.
Co-Authors Adam Malik Agustina, Tri Wahyu Muhammad Minan Chusni Rahayu Kariadinata Rochman, Chaerul