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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. 2 (2025): April - June 2025" : 5 Documents clear
A Systematic Review of Research Trends in Cooperative Learning Models in Science Learning Isniwana Damayanti; Inayatil Baqy; Joni Rokhmat
Contextual Natural Science Education Journal Vol. 3 No. 2 (2025): April - June 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i2.1077

Abstract

This study aims to systematically review trends, patterns, and thematic developments in research related to cooperative learning models in science education. Utilizing a descriptive-analytical method, data were collected from documents indexed in Google Scholar, published between 2016 and 2025. The data were analyzed using bibliometric tools, including Publish or Perish, VOSviewer, and Dimensions.ai. The analysis highlights several key aspects, including publication trends, types of sources, top-cited articles, disciplinary research categories, and keyword mapping. Findings indicate a significant increase in research interest, particularly after 2021, with dominant focuses on improving students’ motivation, learning outcomes, and scientific literacy. Cooperative learning models such as STAD, Jigsaw, TGT, TPS, and TSTS were the most frequently studied. The keyword analysis revealed six thematic clusters emphasizing cognitive, motivational, collaborative, and communicative dimensions of cooperative learning. This review underscores the growing significance of cooperative learning in 21st-century science education and identifies gaps for future research.
Model Pembelajaran Kontekstual dan Ilmu Pengetahuan Alam: Analisis Bibliometrik Tren dan Lanskap Penelitian dalam Pendidikan Muhammad Tantawi Jauhari; Adisan; Doni Kurniawan; Joni Rokhmat
Contextual Natural Science Education Journal Vol. 3 No. 2 (2025): April - June 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i2.1079

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis model Contextual Teaching and Learning (CTL) dan Natural Science dalam dunia pendidikan melalui pendekatan bibliometrik. Metode penelitian bersifat deskriptif dan analitis, dengan data yang diperoleh dari dokumen terindeks Google Scholar dari tahun 2002 hingga 2025 menggunakan Publish or Perish dan Dimension.ai. Prosedur penelitian mengikuti pedoman PRISMA, dan data dianalisis menggunakan perangkat lunak VOSviewer. Temuan utama menunjukkan lonjakan signifikan dalam publikasi terkait CTL dan IPA pasca-2017, mengindikasikan peningkatan minat dan relevansi bidang ini. Kategori penelitian didominasi oleh bidang pendidikan dan ilmu sosial, dengan "Pendidikan" menjadi yang paling menonjol, sementara "Psikologi" menunjukkan dampak sitasi yang tinggi. Kluster konseptual inti berkisar pada "pendidikan sains" dan "pembelajaran," dengan munculnya tema-tema baru seperti "pembelajaran seluler," "STEM," dan "keberlanjutan," yang mencerminkan adaptasi penelitian terhadap inovasi teknologi dan tantangan global. Analisis juga mengidentifikasi penulis dan institusi berpengaruh, menyoroti perbedaan antara produktivitas dan dampak penelitian. Implikasi dari temuan ini menggarisbawahi perlunya dukungan kebijakan, pengembangan profesional guru yang terarah, dan kolaborasi lintas disiplin untuk mengoptimalkan implementasi CTL dalam pendidikan IPA demi membentuk siswa yang adaptif dan literat secara ilmiah.
A Literature Review: Effectiveness of Causal Learning Model in Improving Problem-Solving Ability Wiwin Melia Utari; Aprilia Ika Dewi Anjani
Contextual Natural Science Education Journal Vol. 3 No. 2 (2025): April - June 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i2.1080

Abstract

The development of innovative learning models in the last decade demands a systematic evaluation of their effectiveness and implementation trends. This article presents a systematic literature review of 500 indexed publications (2016-2025) to analyze the development, impact, and research trends of causal learning models in improving learners' problem-solving skills, particularly in science learning. The analysis revealed a significant increase in publications related to this model, with a growth of 25% per year, although fluctuations occurred in certain periods. The dominance of research is in the form of journal articles (62 publications) with a primary focus on physics, with the Journal of Physics and Technology Education being the most productive source (17 articles, 122 citations). Empirical evidence is strong that the causal model, especially when combined with scaffolding, is effective in improving problem-solving skills (the top article received 36 citations). Conceptual mapping through VOSviewer showed close links between the model and critical thinking skills, conceptual understanding, and science learning. These findings strengthen the position of the causalytic model as a relevant learning strategy to address the challenges of 21st-century education, while highlighting the need for further research related to implementation across disciplines and educational contexts.
Discovery Learning Model: Concepts, Implementation, and Current Research Trends: Model Pembelajaran Discovery Learning: Konsep, Implementasi, dan Tren Penelitian Terkini nihla utami; Lalu Arju
Contextual Natural Science Education Journal Vol. 3 No. 2 (2025): April - June 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i2.1085

Abstract

This study discusses the Discovery Learning learning model that emphasizes the active learning process where students independently discover concepts and principles through the stages of problem orientation, data exploration, information processing, verification, and reflection. This model is based on the principles of constructivism and student-centered learning, thereby increasing engagement and in-depth understanding of concepts. The advantages of Discovery Learning are the development of critical thinking skills, creativity, learning independence, and student learning motivation. This study uses a literature review method by analyzing relevant indexed scientific literature. The results of the study show that the implementation of Discovery Learning is effective in improving the quality of learning, but requires teacher readiness and careful planning. The latest trends also incorporate digital technology to enrich the student discovery process.
Tinjauan Pustaka: Pengaruh Model Pembelajaran Inquiri Terhadap Peningkatan Sikap Ilmiah dalam Pembelajaran Sains (2020-2025): Literature Review: The Influence of the Inquiry Learning Model on Increasing Scientific Attitudes in Science Learning (2020-2025) Aprilia Maharani; Eka Muliati
Contextual Natural Science Education Journal Vol. 3 No. 2 (2025): April - June 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i2.1089

Abstract

Penelitian ini merupakan sebuah tinjauan pustaka yang bertujuan untuk mengeksplorasi pengaruh model pembelajaran Inquiry Learning terhadap peningkatan sikap ilmiah dalam pembelajaran sains. Sikap ilmiah yang dimaksud mencakup rasa ingin tahu, objektivitas, keterbukaan terhadap bukti, serta ketekunan dalam proses mencari kebenaran. Dengan metode deskriptif analitis, data dikumpulkan dari 1.000 dokumen terindeks Google Scholar antara tahun 2020 hingga 2025, kemudian dianalisis menggunakan bantuan perangkat lunak seperti Publish or Perish, Dimension.ai, dan VOSviewer. Hasil kajian menunjukkan bahwa model pembelajaran inkuiri, baik yang terbimbing, berbasis laboratorium, maupun terintegrasi dengan media konkret dan teknologi digital, secara signifikan berkontribusi terhadap peningkatan sikap ilmiah peserta didik. Visualisasi bibliometrik menunjukkan bahwa topik ini menjadi tren utama dalam publikasi ilmiah, dengan distribusi dominan pada artikel jurnal. Penelitian ini juga menemukan bahwa integrasi aspek sosial, budaya, dan nilai spiritual dalam pendekatan inkuiri memberikan dampak positif terhadap pembentukan karakter ilmiah siswa. Meskipun demikian, masih terdapat ruang eksplorasi lebih lanjut pada tema-tema seperti mobile learning dan kerangka kerja inkuiri yang belum banyak diteliti. Dengan demikian, inquiry learning tidak hanya relevan dalam membangun fondasi ilmiah peserta didik, tetapi juga menjadi pendekatan strategis yang adaptif terhadap kebutuhan pembelajaran abad ke-21. Implikasi dari kajian ini mengarah pada pentingnya implementasi model pembelajaran inkuiri secara luas di berbagai jenjang pendidikan.

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