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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Kasuari: Physics Education Journal (KPEJ)
Muhammad Ikhbar Ihsan
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Tren Penelitian: Pendekatan STEAM dalam Pembelajaran Sains Muhammad Ikhbar Ihsan; Parno; Purbo Suwasono
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11658

Abstract

This study aims to examine research trends and explore the potential use of the STEAM approach in science learning. A Systematic Literature Review (SLR) was conducted using the PRISMA guidelines. The keywords “STEAM” and “Science Learning” were used to search the Scopus database, resulting in 60 articles, of which 13 met the inclusion criteria for further analysis. The findings highlight that the STEAM approach has strong potential to enhance science learning, particularly in improving students’ 21st-century skills, conceptual understanding, and engagement through contextual and interdisciplinary learning experiences. This study is expected to serve as a valuable reference for researchers and educators in developing effective STEAM-based instructional strategies across various educational levels.
Research Trends: Argument Driven Inquiry (ADI) Model in Science Learning Anggita Meilina Putri; Endang Purwaningsih; Purbo Suwasono; Muhammad Ikhbar Ihsan; Monika Ruth Cahayana; Kafa Pramitha Anggraini Indhira Artanti
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14184

Abstract

This study aims to analyze research trends regarding the Argument-Driven Inquiry (ADI) model in science education. A Systematic Literature Review (SLR) was conducted using the Scopus database, following PRISMA 2020 guidelines. From an initial 20 records identified, 11 high quality original articles published between 2019 and 2025 met the strict inclusion criteria. The findings indicate that while publication numbers appear to fluctuate, this is largely attributed to ongoing data indexing for the year 2025 rather than a decline in academic interest. The ADI model is most frequently implemented at the secondary school level, particularly in Physics and Chemistry. Results demonstrate that ADI significantly enhances scientific argumentation, conceptual mastery, and critical thinking. Furthermore, technical modifications such as rADI and MADI have proven effective in addressing diverse student needs and classroom constraints. In conclusion, ADI serves as a robust framework for 21st-century science learning, though future research must prioritize long-term sustainability studies and teacher professional development to ensure successful implementation across broader educational contexts.
Improving Students' Conceptual Understanding with the 5E Learning Cycle Model in Static Fluid Material Sarah Lutfiah Ardilla; Sutopo Sutopo; Hari Wisodo; Nur Akhyar Basri; Muhammad Ikhbar Ihsan; Muizzatul Islamiyah
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1069

Abstract

Static fluids are a difficult topic, and students must understand many of the concepts involved. Students often misunderstand buoyancy, hydrostatic pressure, and Pascal's law. A learning method that uses the 5E learning cycle model can help overcome these misunderstandings. This method trains students to create and use models, analyze data, think mathematically, design experiments, and provide scientific explanations. Through these learning experiences, students should gain a deep understanding of the main ideas of static fluids. This study aimed to enhance students' conceptual understanding of static fluids using the 5E learning cycle model. The research design was a one-group pretest-posttest study with 29 high school students from Brawijaya Smart School in Malang as the subjects. Conceptual understanding was measured using a test comprising 10 multiple-choice questions. Data analysis was performed using the Wilcoxon test to calculate the n-gain value. The analysis revealed a significant improvement in students' conceptual understanding of static fluids after implementing the 5E learning cycle model. The research yielded an n-gain value of 0.55, which falls within the moderate category. Therefore, it can be concluded that the 5E learning cycle model improves students' conceptual understanding of static fluid material.
Integrasi Model Creative Problem Solving dan Pendekatan Deep Learning dalam Pembelajaran Fisika: Systematic Literature Review Monika Ruth Cahayana; Endang Purwaningsih; Sunaryono; Anggita Meilina Putri; Kafa Pramitha Anggraini Indhira Artanti; Muhammad Ikhbar Ihsan
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14195

Abstract

Physics education in the 21st century requires learning approaches that promote creative thinking and problem-solving skills while fostering meaningful understanding. This study aims to analyze the integration of the Creative Problem Solving (CPS) model and the deep learning approach (as a pedagogical strategy emphasizing conceptual understanding rather than artificial intelligence) in physics education. This study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines. A total of 124 articles published between 2018 and 2025 were identified from the SINTA and Scopus databases, of which 8 articles met the inclusion and quality criteria. The results indicate that the CPS model is effective in enhancing creative thinking skills, problem-solving abilities, and conceptual understanding in physics learning, while the deep learning approach strengthens conceptual understanding through meaningful and reflective learning processes. Furthermore, the integration of CPS and deep learning demonstrates potential in facilitating structured problem-solving processes supported by deeper conceptual engagement. In conclusion, the integration of CPS and deep learning can improve the quality of physics learning and contribute to the achievement of SDG 4 (Quality Education) by promoting higher-order thinking skills and meaningful learning experiences.
Co-Authors Anggita Meilina Putri Endang Purwaningsih Hari Wisodo, Hari Kafa Pramitha Anggraini Indhira Artanti Monika Ruth Cahayana Muizzatul Islamiyah Nur Akhyar Basri Parno Purbo Suwasono Sarah Lutfiah Ardilla Sunaryono Sutopo Sutopo