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All Journal Journal of Authentic Research Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Iqlima, Shelliana
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Computer Science & IT Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Implementasi Nilai-Nilai Filsafat Ilmu dalam Pembelajaran IPA Muliadi, Irman; Amrullah, Lalu Azikri; Yuliani, Neli; Salwa; Iqlima, Shelliana; Afrilianti, Siska; Isnaini, Ahmad Hardyan; Sugara, Ardian Gandi; Nurmayanti, Diyah; Idrus, Agil Al
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/hm8ads45

Abstract

Rendahnya pemahaman Hakikat Sains (Nature of Science/NOS) dan literasi sains peserta didik SMP, akibat dominasi pembelajaran hafalan, menuntut integrasi Filsafat Ilmu (Ontologi, Epistemologi, Aksiologi) sebagai kerangka konseptual. Penelitian ini bertujuan memetakan implementasi nilai-nilai filsafat ilmu dalam pembelajaran IPA SMP secara sistematis. Metode yang digunakan adalah Systematic Literature Review (SLR) deskriptif-kualitatif, mengacu pada protokol PRISMA. Kajian dilakukan terhadap literatur yang relevan dalam rentang 10 tahun terakhir (2015–2025). Sebanyak 15 artikel ilmiah terpilih dari berbagai basis data akademik dianalisis. Hasil sintesis mengidentifikasi model implementasi paling efektif adalah Integratif, Eksplisit, dan Reflektif, yang direalisasikan melalui strategi aktif seperti Inquiry-Based Learning (IBL) dan Case-Based Teaching (CBT). Pendekatan ini terbukti mampu mentransformasi pemahaman siswa dari pandangan sains sebagai fakta final menjadi proses penyelidikan berbasis bukti, serta meningkatkan literasi ilmiah. Kontribusi spesifik penelitian ini adalah menyediakan peta komprehensif mengenai pola implementasi dan adaptasi kultural (etnosains) filsafat ilmu di konteks pendidikan IPA SMP, khususnya di Indonesia, sebagai panduan pengembangan kurikulum yang konstruktif. Namun, batasan kajian ini menyimpulkan bahwa implementasi optimal masih menghadapi tantangan signifikan, terutama kurangnya kesiapan pedagogis guru dan keterbatasan sarana laboratorium yang menghambat pencapaian tujuan epistemologis berbasis inkuiri.
Instructional Models for Enhancing Science Literacy Skills: A Literature Review Muliadi, Irman; Amrullah, Lalu Azikri; Isnaini, Ahmad Hardyan; Yuliani, Neli; Salwa, Salwa; Iqlima, Shelliana
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The low 2022 PISA scores highlight a serious challenge for scientific literacy in Indonesia, triggering the need for a transformation from conventional models toward pedagogical innovation. This study aims to analyze effective learning models for enhancing scientific literacy in the digital era. Using a Systematic Literature Review (SLR) method with the PRISMA model, this research reviewed 20 selected articles within the 2019–2026 interval. The analysis identified nine primary models and approaches proven to significantly improve scientific literacy: inquiry-based learning, problem-based learning (PBL), project-based learning (PjBL), STEAM-PjBL, guided inquiry, discovery learning, differentiated instruction, the ethnoscience approach, and the RADEC model. Findings indicate that these models, supported by technology integration such as interactive e-books and digital media, produce N-Gain scores in the medium to high categories. The ethnoscience approach also proved to enhance learning relevance through local wisdom. Despite their effectiveness, implementation still faces obstacles related to school facilities and teacher competency readiness. This study concludes that the synergy between student-centered innovative models and the reinforcement of teacher TPACK is crucial for creating meaningful, competitive, and adaptive science education for the modern era.
The Effectiveness of Guided Inquiry Learning Model on Students’ Scientific Literacy Skills: A Literature Review (2016-2025) Arifah, Asyil; Nafiz, Eldza Rosmiatin; Iqlima, Shelliana
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

This study aims to analyze and identify the effectiveness of the guided inquiry learning model on students' scientific literacy skills during the 2016–2025 period. The method used is a literature review with a qualitative descriptive approach involving 20 relevant national journal articles. The analysis process was carried out through the stages of identification, selection, and synthesis of research findings. The results of the review indicate that the guided inquiry learning model consistently has a positive and significant effect on improving students' scientific literacy. These improvements include aspects of conceptual understanding, analytical skills, interpretation of scientific data, as well as critical thinking and problem-solving skills. The strength of this model lies in students’ active involvement in a structured scientific investigation process, making learning more meaningful. Therefore, the guided inquiry learning model is recommended as an effective alternative science learning strategy to enhance students' scientific literacy and support the development of 21st-century skills.
The Effectiveness of Problem-Based Learning E-Modules on Students' Science Literacy: A Systematic Literature Review Iqlima, Shelliana; Yuliani, Neli; Arifah, Asyil; Muliadi, Irman; Salwa, Salwa
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

Science literacy is a fundamental competency that reflects students’ ability to understand and apply science knowledge in real-world contexts. The integration of Problem-Based Learning (PBL) into digital E-Modules has emerged as a promising innovation to improve this competency. This study analyzes the effectiveness of PBL-based E-Modules on students’ science literacy through a Systematic Literature Review (SLR) with PRISMA guidelines. Ten national and international articles published between 2016 and 2025, retrieved from Google Scholar, Garuda (SINTA), and ERIC databases, were selected and analyzed. The analysis reveals a positive trend in which PBL-based E-Modules generally and effectively support the improvement of science literacy across various educational levels. Three major themes emerge: (1) effectiveness of E-Modules in enhancing science literacy indicators through multimodal and interactive content; (2) the role of PBL in stimulating scientific reasoning and authentic problem-solving; and (3) integration of contextual and ethnoscience approaches as a catalyst for meaningful learning. These findings confirm that the synergy between interactive digital media and PBL is the key mechanism for transforming students’ science literacy in 21st-century education.
Co-Authors Afrilianti, Siska Agil Al Idrus, Agil Al Amrullah, Lalu Azikri Arifah, Asyil Isnaini, Ahmad Hardyan Muliadi, Irman Nafiz, Eldza Rosmiatin Nurmayanti, Diyah Salwa Salwa Salwa Sugara, Ardian Gandi Yuliani, Neli