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INDONESIA
SEARCH: Science Education Research
Published by Institut Agama Islam Negeri Sorong
ISSN : -     EISSN : 30326435     DOI : https://doi.org/10.47945/search.v1i2.1247
Core Subject : Education,
Education Other
Jurnal ini menerbitkan artikel asli tentang isu-isu dan tren terkini yang terjadi secara internasional dalam kurikulum Ilmu Pengetahuan Alam berkaitan dengan pengajaran, pembelajaran, kebijakan, dan persiapan guru IPA dengan tujuan untuk memajukan pengetahuan tentang teori dan praktik pendidikan IPA. Isu pendidikan dan pembelajaran IPA yang dimaksud meliputi pembelajaran Fisika, Kimia, Biologi, pendidikan teknik dan sains terapan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
 1   2   3   4   5 
Problems and Challenges of Science Learning Curriculum in Indonesia: A Systematic Literature Review and Bibliometric Analysis Silmiah, Nadia Nuri; Rochman, Chaerul; Malik, Adam; Agustina, Tri Wahyu; Nurdin
SEARCH: Science Education Research Journal Vol. 4 No. 1 (2025): Okotober 2025
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i1.2354

Abstract

Curriculum changes that adapt to current developments often create new obstacles in the implementation of learning. This study aims to analyze the problems and challenges in the implementation of the Natural Sciences (IPA) curriculum in Indonesia through the Systematic Literature Review (SLR) method and bibliometric analysis. Twenty-three scientific articles published between 2021 and 2025 were analyzed using the Publish or Perish (PoP) tool for bibliographic data collection and VOSviewer for research network map visualization. The analysis results show a significant increase in publications from 2024 to 2025, indicating that the Independent Curriculum topic is currently a primary focus of science education research. Keyword mapping resulted in three main clusters: difficulties for teachers and students in understanding and implementing Independent Curriculum-based science learning, challenges in implementing the Independent Curriculum and the role of science teachers, and contextual issues such as limited facilities, low scientific literacy, and the integration of local wisdom. The study also identified a research gap regarding the effectiveness of the Independent Curriculum in improving science literacy and student character. Therefore, improving teacher curriculum literacy, cross-institutional research collaboration, and strengthening science learning based on technology and local wisdom are needed to achieve contextual and modern learning.
Procedure Determination and Symbolic Equation Analysis as Predictors of Higher Order Thinking Skills in Physics Problem Solving Rabiudin, Rabiudin
SEARCH: Science Education Research Journal Vol. 4 No. 1 (2025): Okotober 2025
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i1.2577

Abstract

Higher-order thinking skills (HOTS) constitute essential competencies in 21st-century physics education, particularly in problem-solving contexts that require analytical, evaluative, and reflective reasoning. This study investigates the extent to which procedure determination skills and symbolic equation analysis jointly predict students’ HOTS in physics problem solving. A quantitative correlational design was employed, involving 50 undergraduate students enrolled in a Science education program. Data were collected using Likert-scale instruments designed to measure procedural determination skills, symbolic equation analysis, and HOTS in physics problem solving. The data were analyzed through descriptive statistics, measurement model evaluation (including validity and reliability testing), and multiple linear regression to examine the simultaneous predictive effects of the two independent variables on HOTS. The findings indicate that both procedure determination skills and symbolic equation analysis are positively associated with students’ HOTS, with symbolic equation analysis demonstrating a relatively stronger contribution. However, when considered simultaneously, the two predictors explain only a limited proportion of variance in HOTS and do not yield a statistically significant joint effect. These results suggest that higher-order thinking in physics problem solving represents a multidimensional construct that cannot be sufficiently explained by procedural and symbolic competencies alone. This study highlights the necessity of instructional approaches and future research that integrate conceptual understanding, metacognitive regulation, and contextual reasoning to more effectively foster HOTS in physics education.

Page 5 of 5 | Total Record : 42

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