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All Journal International Journal of Contextual Science Education Contextual Natural Science Education Journal
Eka Muliati
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Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Social Sciences Other

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Tinjauan Pustaka: Pengaruh Model Pembelajaran Inquiri Terhadap Peningkatan Sikap Ilmiah dalam Pembelajaran Sains (2020-2025): Literature Review: The Influence of the Inquiry Learning Model on Increasing Scientific Attitudes in Science Learning (2020-2025) Aprilia Maharani; Eka Muliati
Contextual Natural Science Education Journal Vol. 3 No. 2 (2025): April - June 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i2.1089

Abstract

Penelitian ini merupakan sebuah tinjauan pustaka yang bertujuan untuk mengeksplorasi pengaruh model pembelajaran Inquiry Learning terhadap peningkatan sikap ilmiah dalam pembelajaran sains. Sikap ilmiah yang dimaksud mencakup rasa ingin tahu, objektivitas, keterbukaan terhadap bukti, serta ketekunan dalam proses mencari kebenaran. Dengan metode deskriptif analitis, data dikumpulkan dari 1.000 dokumen terindeks Google Scholar antara tahun 2020 hingga 2025, kemudian dianalisis menggunakan bantuan perangkat lunak seperti Publish or Perish, Dimension.ai, dan VOSviewer. Hasil kajian menunjukkan bahwa model pembelajaran inkuiri, baik yang terbimbing, berbasis laboratorium, maupun terintegrasi dengan media konkret dan teknologi digital, secara signifikan berkontribusi terhadap peningkatan sikap ilmiah peserta didik. Visualisasi bibliometrik menunjukkan bahwa topik ini menjadi tren utama dalam publikasi ilmiah, dengan distribusi dominan pada artikel jurnal. Penelitian ini juga menemukan bahwa integrasi aspek sosial, budaya, dan nilai spiritual dalam pendekatan inkuiri memberikan dampak positif terhadap pembentukan karakter ilmiah siswa. Meskipun demikian, masih terdapat ruang eksplorasi lebih lanjut pada tema-tema seperti mobile learning dan kerangka kerja inkuiri yang belum banyak diteliti. Dengan demikian, inquiry learning tidak hanya relevan dalam membangun fondasi ilmiah peserta didik, tetapi juga menjadi pendekatan strategis yang adaptif terhadap kebutuhan pembelajaran abad ke-21. Implikasi dari kajian ini mengarah pada pentingnya implementasi model pembelajaran inkuiri secara luas di berbagai jenjang pendidikan.
Exploring Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI PRELIA DWI AMANAH; Lia Saptini Handriani; Thufail Mujaddid Al-Qoyyim; Fitratunisyah; Eka Muliati; Muhammad Tantawi Jauhari; A Wahab Jufri
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.985

Abstract

This research aims to explore junior high school science teachers' perceptions of scientists, science subjects, the nature of science (NOS), and the nature of scientific inquiry (NOSI). Using a quantitative descriptive approach, this research involved 61 junior high school science teachers from various regions in Indonesia. A research instrument was developed, which included needs analysis, instrument design, instrument development, and instrument evaluation. The research results show that junior high school science teachers have mixed perceptions of scientists, with the majority recognizing the important role of scientists in the advancement of science and technology. However, there is a diversity of views regarding the physical and demographic characteristics of scientists. Regarding science subjects, teachers tend to have a positive perception of science's ability to develop students' critical and creative thinking skills. Teachers' perceptions of NOS show that most teachers understand the tentative nature of scientific knowledge and the importance of empirical evidence in science. Meanwhile, perceptions of NOSI show that teachers understand that scientific inquiry starts from curiosity about the natural environment, although there are variations in their beliefs regarding the effectiveness of inquiry models in learning. These findings emphasize the importance of ongoing professional development for teachers to increase their understanding of NOS and NOSI, as well as improve the quality of science learning in secondary schools.
Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI PRELIA DWI AMANAH; Thufail Mujaddid Al-Qoyyim; Eka Muliati; Fitratunisyah; Muhammad Tantawi Jauhari; A Wahab Jufri
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.986

Abstract

Scientists play a crucial role in the advancement of science and technology; however, public perceptions of them are still influenced by various stereotypes and limited understanding. Science teachers, as educators who shape students' perceptions of scientists, hold views that can influence how science is taught and understood in schools. This study aims to analyze science teachers' perceptions of scientists, covering aspects such as the image of scientists, trust in the scientific method, scientists' relationship with society and education, their relevance to religious and cultural values, and the attractiveness of the scientist profession. The study employed a survey method involving 61 science teachers from various schools in Indonesia. The findings indicate that while most respondents have high confidence in scientists and the scientific method, there remains a gap in the representation of contemporary scientists in education and media. Additionally, scientists are still perceived as having limited involvement in formal education and public communication. Although the scientist profession is regarded as appealing, challenges such as gender stereotypes and the exclusivity of science continue to be barriers. Therefore, more inclusive strategies in science education and communication are needed to strengthen the role of scientists in society.
Co-Authors A Wahab Jufri Aprilia Maharani Fitratunisyah Lia Saptini Handriani Muhammad Tantawi Jauhari Prelia Dwi Amanah Thufail Mujaddid Al-Qoyyim