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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Anggita Meilina Putri
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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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.
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 Ihshan
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 Endang Purwaningsih Kafa Pramitha Anggraini Indhira Artanti Monika Ruth Cahayana Muhammad Ikhbar Ihsan Muhammad Ikhbar Ihshan Purbo Suwasono Sunaryono