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Dea Santika Rahayu
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ijose@untidar.ac.id
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INDONESIA
Indonesian Journal of Science and Education
Published by Universitas Tidar
ISSN : 25985213     EISSN : 25985205     DOI : https://doi.org/10.31002/ijose
Core Subject : Science,
Biochemistry, Genetics & Molecular Biology Chemistry Materials Science & Nanotechnology Physics
Indonesian Journal of Science and Education published a scientific paper on the results of the study and review of the literature in the science and education. In detail, the scopes of this journal are research in 1) Science education; 2) Biology education; 3) Physics education; 4) Chemistry education; 5) Science Educational Technology; 6) Environmental science; 7) Physics; 8) Chemistry; and 9) Biology.
Arjuna Subject : Umum - Umum
Articles 102 Documents
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Project-Based Learning in Senior High School Chemistry under Kurikulum Merdeka: A Systematic Review Zia Ur Rehman; Sri Atun
Indonesian Journal of Science and Education Vol. 10 No. 1 (2026): Indonesian Journal of Science and Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v10i1.3797

Abstract

The rapid transformation of 21st-century education requires teaching approaches that promote critical thinking, creativity, collaboration, and problem-solving skills. This systematic review examines the implementation of Project-Based Learning (PjBL) in senior high school chemistry and its alignment with the competency-based objectives of Kurikulum Merdeka. The review followed the PRISMA 2020 guidelines. Studies were included if they reported empirical findings on the use of PjBL in secondary-level chemistry, while non-empirical and non-chemistry studies were excluded. Literature searches were conducted on 17 October 2025 across Scopus, ERIC, DOAJ, Google Scholar, and Garuda databases. A total of 49 studies (50 reports) met the inclusion criteria. Due to variations in research designs and outcome measures, findings were synthesized using a narrative approach. The reviewed studies addressed various chemistry topics, including redox reactions, acid–base concepts, hydrocarbons, colloids, thermochemistry, and green chemistry. Overall, most studies reported positive learning outcomes such as improved conceptual understanding, motivation, critical thinking, and academic achievement. However, methodological limitations were identified, particularly the predominance of research and development (R&D) studies and the limited use of rigorous experimental designs. These findings suggest that PjBL represents a flexible and contextually relevant pedagogical approach for senior high school chemistry within Kurikulum Merdeka.
When Science Meets Nature: What Research Reveals about the Transformative Power and Meaningfulness of Contextual Teaching in Environmental Science Learning Lintang Auliya Kurdiati
Indonesian Journal of Science and Education Vol. 10 No. 1 (2026): Indonesian Journal of Science and Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v10i1.3809

Abstract

Environmental sustainability and scientific literacy are increasingly critical in contemporary education, yet science instruction often remains abstract and disconnected from real-world contexts. This systematic review aims to analyze the implementation characteristics of Contextual Teaching and Learning (CTL) in environmental science education, including instructional strategies and contextual elements, and to evaluate its effects on students’ cognitive, affective, and behavioural outcomes. Following PRISMA guidelines, 22,437 records were retrieved from Scopus, Google Scholar, and ERIC, then screened using predefined criteria, resulting in 15 studies across primary, secondary, and higher education. The SPIDER framework guided the analysis of sample characteristics, research design, and evaluation methods. Findings show that CTL integrating local environmental knowledge, problem-based learning, and culturally responsive pedagogy improves students’ scientific literacy, environmental awareness, and pro-environmental behaviour, as well as engagement and critical thinking skills. However, challenges remain in connecting classroom learning with real ecological contexts and in supporting reflective and adaptive teaching practices. This review highlights CTL’s potential to foster holistic learning by linking science with authentic environmental issues. Future sustainability-oriented science education should prioritize contextual, experiential, and ethical learning, integrate interdisciplinary approaches, and strengthen teachers’ capacity to design adaptive, locally relevant, and sustainability-driven instruction.

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