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All Journal Edumedia: Jurnal Keguruan dan Ilmu Pendidikan Jurnal Kajian Pendidikan IPA Papanda Journal of Mathematics and Sciences Research
Siti Shofa Assyifa’ul Qulbi Barid
Universitas Jember
Education Mathematics Social Sciences Other

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Studi literatur: Efektivitas model problem-based learning terhadap keterampilan argumentasi ilmiah peserta didik pada pembelajaran sains Putri Nirmala; Siti Shofa Assyifa’ul Qulbi Barid; Sri Rejeki Dwi Astuti; Sri Wahyuni
Papanda Journal of Mathematics and Science Research Vol. 5 No. 1 (2026): Volume 5 Nomor 1 Maret 2026
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjmsr.v5i1.3026

Abstract

Students’ scientific argumentation skills are not yet optimally developed because classroom learning is still dominated by teacher-centered activities. Students tend to memorize material rather than practice constructing evidence-based arguments. Problem Based Learning (PBL) is considered an effective innovative learning approach as it emphasizes active student involvement in solving real-world problems through group discussions, with the teacher acting as a facilitator. This study aims to analyze the effectiveness of PBL in enhancing students’ scientific argumentation skills. A Systematic Literature Review (SLR) using the PRISMA method was conducted. Articles were searched through Google Scholar using the keywords “Problem Based Learning,” “Scientific Argumentation,” and “Science.” The search yielded 354 articles, which were screened based on publication year (2019–2025), full-text availability, language, and topic relevance. Fifteen articles met the inclusion criteria and were analyzed descriptively. The results indicate that PBL effectively improves students’ scientific argumentation skills at the elementary, junior, and senior high school levels. The quality of argumentation can be further enhanced by using interactive media, such as PowerPoint, virtual simulations, and student worksheets (LKPD), as well as learning approaches like Socio-Scientific Issues and Flipped Classroom.
INTEGRASI EKOTEOLOGI DAN ILMU LINGKUNGAN DALAM PEMBELAJARAN IPA BERBASIS CTL BERNILAI LESTARI: STUDI LITERATUR Ayu Sayyidatina Rahma; Siti Shofa Assyifa’ul Qulbi Barid; Sri Wahyuni; Sri Rejeki Dwi Astuti
Edumedia : Jurnal Keguruan dan Ilmu Pendidikan Vol 10 No 1 (2026): Edumedia: Jurnal Keguruan dan Ilmu Pendidikan
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/edumedia.v10i2.1771

Abstract

Krisis lingkungan global yang ditandai perubahan iklim dan kerusakan ekosistem menuntut pembelajaran IPA untuk menumbuhkan kesadaran ekologis yang terintegrasi secara ilmiah, etis, dan spiritual. Tujuan penelitian ini adalah menganalisis integrasi Ekoteologi dan Ilmu Lingkungan berbasis Contextual Teaching and Learning (CTL) dalam pembelajaran IPA sebagai upaya menanamkan nilai-nilai lestari. Penelitian ini menggunakan metode Systematic Literature Review (SLR) yang berpedoman pada langkah-langkah PRISMA dengan melakukan penelusuran artikel ilmiah dalam kurun waktu 2020-2025 dalam database Google Scholar menggunakan perangkat lunak Publish or Perish (PoP) versi 8. Proses pencarian artikel dilakukan dengan menggunakan kombinasi kata kunci: “ Contextual Teaching and Learning (CTL)”, “ Islam Ecotheology ”, “ environment-based science learning ”, dan “ sustainable value ”. Hasil penelusuran awal kemudian diseleksi berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan, sehingga diperoleh 20 artikel yang memenuhi kriteria untuk dianalisis lebih lanjut. Hasil analisis menunjukkan bahwa integrasi Ekoteologi dalam QS. Al-Hijr [15]:19 melalui prinsip khalīfah dan mīzān dengan konsep Ilmu Lingkungan memperkuat pemahaman ilmiah sekaligus membentuk landasan moral-spiritual, sementara penerapan CTL berfungsi sebagai pendekatan pedagogis yang menghubungkan konsep ekologi dengan pengalaman siswa nyata, sehingga perilaku berkelanjutan dan praktik ekopedagogi, dalam misalnya pengelolaan limbah plastik. Implikasinya, pembelajaran IPA berpotensi menghasilkan karakter dan literasi ekologis bernilai lestari yang holistik, sejalan dengan kerangka Pendidikan Berbasis Iman untuk Pembangunan Berkelanjutan . Disarankan penelitian lanjutan menggunakan metode eksperimen untuk menguji efektivitas langsung model pembelajaran CTL berbasis Ekoteologi dan Ilmu Lingkungan terhadap peningkatan literasi pariwisata dan perubahan perilaku ekologis peserta didik.
LITERATUR REVIEW EFEKTIVITAS PENGGUNAAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR IPA SMP Amanda Nabila Salsabila; Siti Shofa Assyifa’ul Qulbi Barid; Sri Rezeki Dwi Astuti; Sri Wahyuni
Edumedia : Jurnal Keguruan dan Ilmu Pendidikan Vol 10 No 1 (2026): Edumedia: Jurnal Keguruan dan Ilmu Pendidikan
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/edumedia.v10i2.1772

Abstract

Penelitian ini bertujuan meninjau efektivitas penggunaan Lembar Kerja Peserta Didik (LKPD) berbasis Problem Based Learning (PBL) terhadap hasil belajar IPA siswa SMP melalui pendekatan Systematic Literature Review (SLR) dengan pedoman PRISMA. Data dikumpulkan dari Google Scholar menggunakan Publish or Perish 8 dengan kata kunci “Lembar Kerja Peserta Didik”, “hasil belajar IPA SMP”, dan “Problem Based Learning”, sehingga diperoleh 20 artikel dengan rentang tahun terbit 2020-2025. Hasil analisis menunjukkan bahwa LKPD berbasis PBL secara konsisten meningkatkan hasil belajar pada ranah kognitif, afektif, dan psikomotor melalui penguatan pemahaman konsep, kemampuan berpikir kritis, motivasi belajar, serta keterampilan eksperimen dan kolaborasi. Analisis lebih lanjut mengungkap bahwa LKPD berbasis PBL mampu memfasilitasi langkah penyelidikan ilmiah secara sistematis, mendorong aktivitas eksplorasi dan pemecahan masalah, serta menciptakan pembelajaran yang lebih bermakna dan berorientasi pada keterampilan abad ke-21. Temuan ini berimplikasi pada pentingnya pengembangan LKPD yang selaras dengan sintaks PBL, peningkatan kompetensi guru dalam implementasinya, serta perlunya penelitian lanjutan untuk menguji efektivitasnya pada variasi materi IPA dan karakteristik peserta didik yang berbeda.
Systematic Literature Review Model PBL Untuk Penguatan Kemampuan STEM Pada Pembelajaran IPA SMP Dhea Anggun Puspita Sari; Sri Wahyuni; Sri Rejeki Dwi Astuti; Siti Shofa Assyifa’ul Qulbi Barid
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43193

Abstract

Problem-Based Learning (PBL) is an instructional model that guides students to understand concepts through solving real-world problems presented at the beginning of instruction. This study aims to examine the implementation of PBL in strengthening STEM ability in science learning at the junior high school level. Based on recent empirical evidence, this review highlights the effectiveness of PBL in improving critical thinking, problem-solving, creativity, collaboration, and scientific literacy within STEM-oriented education. The study employs a Systematic Literature Review (SLR) guided by PRISMA. Articles were identified through national and international databases and selected using clear inclusion and exclusion criteria. Studies focusing on the implementation, challenges, and outcomes of  PBL in STEM-based science learning at the junior high school level were included, while conceptual and non-empirical works were excluded. The review of 20 articles indicated that the integration of  PBL significantly contributes to the enhancement of students’ STEM skills. Four main themes emerged: the alignment of PBL with STEM ability such as inquiry, experimentation, and engineering design; the role of PBL in fostering higher-order thinking and problem-solving; the impact of PBL on collaboration and communication in STEM projects; and implementation challenges related to teacher readiness, curriculum alignment, and limited resources. Overall, the results confirm that PBL is an effective pedagogical model for supporting STEM-based science education in junior high schools. This review is limited by its database scope and time range, which may exclude relevant studies. Future research is recommended to employ longitudinal designs and cross-context comparisons. This study provides insights for teachers, curriculum developers, and policymakers to optimize PBL integration through professional development, contextual learning resources, and interdisciplinary collaboration.Keywords: problem-based learning, junior high school, science learning, STEM education, systematic literature review  
Co-Authors Amanda Nabila Salsabila Ayu Sayyidatina Rahma Dhea Anggun Puspita Sari Lusiana Nofita Dewi Putri Nirmala Sri Rejeki Dwi Astuti Sri Rezeki Dwi Astuti Sri Wahyuni