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Joni Rokhmat
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Contextual Natural Science Education Journal
Published by Universitas Mataram
ISSN : -     EISSN : 30468094     DOI : https://doi.org/10.29303/cnsej.v3i4.1429
Core Subject : Science, Education, Social,
Earth & Planetary Sciences Education Environmental Science Social Sciences Other
Contextual Natural Science Education Journal (E-ISSN: 3046-8094) is a peer reviewed and open access scientific journal first published by the Science Education Doctoral Study Program, Postgraduate Program, Mataram University. This journal distributes papers written based on the results of original research studies in the fields of natural science education, biology education, physics education, and chemistry education and its applications. The Contextual Natural Science Education Journal publishes its issues four times a year in March, June, September and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): January - March 2025" : 5 Documents clear
Project-Based Learning in Science Learning: A Literature Review Thufail Mujaddid Al-Qoyyim; Wardi Kurniawan
Contextual Natural Science Education Journal Vol. 3 No. 1 (2025): January - March 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i1.1053

Abstract

Project-Based Learning (PjBL) is increasingly recognized as a transformative pedagogical model that addresses the evolving demands of 21st-century science education. This article presents a comprehensive literature-based analysis of the definition, instructional framework, practical implementation, advantages, and challenges of PjBL, particularly in the context of science learning. PjBL emphasizes student-centered, inquiry-driven learning experiences that are grounded in real-world problems, promoting not only academic achievement but also the development of higher-order thinking skills, collaboration, creativity, and scientific literacy. Through a structured instructional syntax involving driving questions, project planning, collaborative execution, presentation, and reflection, PjBL fosters meaningful engagement and active participation among learners. Case studies across educational levels demonstrate its adaptability and effectiveness in enhancing students' scientific reasoning and real-life application. Despite notable challenges such as resource limitations, time constraints, and the need for teacher preparedness, the benefits of PjBL in fostering deep, interdisciplinary learning and student agency are significant. The article concludes by emphasizing the importance of strategic planning, ongoing teacher training, and institutional support to ensure the successful integration of PjBL into science curricula. Overall, PjBL offers a promising pathway for cultivating innovative, reflective, and socially responsible learners capable of addressing complex global challenges.
The Research Trends on the Multiple Representation Learning Model, A Systematic Review (2016-2025): Research Trends on the Multiple Representation Learning Model PRELIA DWI AMANAH; Nurhidayat Martin; Joni Rokhmat
Contextual Natural Science Education Journal Vol. 3 No. 1 (2025): January - March 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i1.1070

Abstract

This study aims to identify and analyze research trends on multi-representational learning models in science education during the period 2016-2025 through a systematic review approach. Data were collected from the Dimensions.ai and Google Scholar databases, then analyzed using PoP and VOSviewer software to reveal publication patterns, types of publications, and collaboration networks between researchers. The results show a significant increase in the number of publications, dominated by journal articles, followed by conference proceedings and research reports. Bibliometric analysis reveals increasingly close collaboration networks, especially in Asia and Europe, which strengthen the development of multi-representational learning theories and practices. The main research topics include the effectiveness of models in improving understanding of science concepts, technology integration, and the development of multi-representational-based learning media. These findings emphasize the important role of multi-representational learning models in improving the quality of science learning through various forms of visual, verbal, and symbolic representations. This study provides a strong foundation for the development of innovative and adaptive learning practices and recommends further research in various contexts and levels of education.
A Systematic Review of Research Trends on the Culturally Responsive Transformative Teaching (CRTT) Model in Science Learning Annisa Mujriati; Dini Astuti
Contextual Natural Science Education Journal Vol. 3 No. 1 (2025): January - March 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i1.1073

Abstract

This study conducted a systematic review of research trends on the Culturally Responsive Transformative Teaching (CRTT) model in science learning in the period 2016–2025. The methods used include collecting bibliometric data from Google Scholar assisted by the Publish or Perish and Dimensions.ai applications, as well as visualization analysis using VOSviewer to map the number of publications, distribution of document types, disciplines, keyword frequency, and keyword relationships and densities. The results show a sharp increase in the number of publications since 2020, with a peak in 2024, reflecting the increasing attention to the integration of culture and local wisdom in science education. Journal articles are the main media (55 publications), followed by edited books, chapters, proceedings, and monographs. The fields of Education and Curriculum and Pedagogy dominate the literature, while language and cultural studies have a high citation impact. Keyword analysis emphasizes the focus on the implementation of CRTT at the high school level, integration with Problem-Based Learning and local wisdom, as well as aspects of evaluation and methodology. Network, overlay, and density visualizations demonstrate the progression from theoretical concepts to transformative applied practices. Further research is recommended to explore the integration of technology, ethnoscience, and cross-disciplinary approaches to enrich CRTT implementation.
PROBLEM BASED LEARNING (PBL) MODEL: CONCEPT, CHARACTERISTICS, AND ITS IMPLICATIONS IN SCIENCE LEARNING Sulis Rahmatia; Fitratunisyah
Contextual Natural Science Education Journal Vol. 3 No. 1 (2025): January - March 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i1.1076

Abstract

This study examines the concept, characteristics, and implications of Problem-Based Learning (PBL) in science learning, with a focus on its alignment with the Independent Curriculum in Indonesia. The background of the study is based on the need for an innovative learning model that can develop critical thinking skills, science literacy, and 21st-century competencies in students, while also overcoming the limitations of conventional teacher-centered approaches. Through a literature review method, this study synthesizes findings from academic books, national and international journals, and other relevant sources to analyze the theoretical framework, practical applications, and challenges of PBL in science learning. The results of the study revealed the student-centered nature of PBL which emphasizes authentic problem solving, collaborative learning, and the role of teachers as facilitators. The main findings showed the effectiveness of PBL in improving critical thinking skills, problem solving, and student engagement in science learning. This study also confirmed the alignment of PBL with the Independent Curriculum, especially in supporting differentiated learning and the development of the Pancasila Student Profile. However, challenges such as teacher readiness, limited resources, and the need for technology integration were identified as barriers to implementation. In conclusion, PBL offers a transformative approach to science education that equips students with essential skills for future challenges. The study recommends teacher professional development, further research on the long-term impact of PBL, and policy support to facilitate its widespread adoption. This study contributes to the theoretical and practical understanding of PBL, and serves as a reference for educators and policy makers in improving the quality of science learning in Indonesia.
Pengaruh Penggunaan Kuis Interaktif (Kahoot dan Quizizz) terhadap Peningkatan Hasil Belajar Siswa pada Materi Hukum Newton. Neny Wanrodiah
Contextual Natural Science Education Journal Vol. 3 No. 1 (2025): January - March 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i1.1245

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan kuis interaktif berbasis Kahoot dan Quizizz terhadap peningkatan hasil belajar siswa pada materi Hukum Newton. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain one group pretest-posttest. Sampel penelitian terdiri atas 10 siswa kelas X SMA [nama sekolah]. Instrumen penelitian berupa 20 soal pilihan ganda yang mencakup enam indikator pemahaman konsep gaya dan gerak. Data dianalisis secara deskriptif dan inferensial menggunakan uji-t berpasangan (paired sample t-test). Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata dari 68,5 menjadi 83,2 setelah penggunaan Kahoot/Quizizz, dengan nilai signifikansi (0,002) < 0,05. Hal ini menunjukkan bahwa media kuis interaktif berpengaruh signifikan terhadap peningkatan hasil belajar siswa pada materi gaya dan gerak.

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