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Joni Rokhmat
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Jl. Majapahit No. 62, Kota Mataram, Nusa Tenggara Barat, 83125
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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 48 Documents
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Kepraktisan Perangkat Pembelajaran Model Kausalitik Terintegrasi Nilai Karakter Berbantuan Go-Lab Platform Untuk Meningkatkan Kemampuan Pemecahan Masalah dan Berpikir Kreatif Peserta Didik Joni Rokhmat; Huraiza Mahmudah; Kosim Kosim
Contextual Natural Science Education Journal Vol. 2 No. 3 (2024): September
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v2i3.882

Abstract

Penelitian ini bertujuan untuk mengenbangkan perangkat pembelajaran model kausalitik terintegrasi nilai karakter berbantuan go-lab platform yang praktis untuk meningkatkan kemampuan pemecahan masalah dan berpikir kreatif peserta didik. Prosedur penelitian pengembangan ini mengacu pada langkah-langkah pengembangan model 4D yang terdiri dari empat tahapan utama yaitu pendefinisian (define), perancangan (design), pengembangan (develop) dan penyebarluasan (disseminate). Uji kepraktisan dilakukan setelah tahap pendefinisian dan tahap perancangan selesai. Instrumen uji kepraktisan terdiri dari lembar observasi keterlaksanaan pembelajaran serta angket respon guru dan peserta didik. Observer yang dilibatkan untuk mengisi lembar observasi keterlaksanaan pembelajaran ialah 1 guru IPA dan 20 peserta didik kelas VIII-C di SMPN 3 Labuapi. Sedangkan Observer yang dilibatkan untuk mengisi lembar observasi keterlaksanaan pembelajaran ialah 3 guru IPA dan 20 peserta didik kelas VIII-C di SMPN 3 Labuapi. Perangkat pembelaajaran dikatakan praktis jika penilaian para observer menyatakan perangkat pembelajaran dapat diterapkan. Hasil analisis observasi keterlaksanaan pembelajaran oleh guru dan peserta didik diperoleh rata-rata persentase sebesar 97.08% dan 96.88% dengan kategori sangat praktis. Sedangkan hasil analisis respon guru dan peserta didik diperoleh rata-rata persentase sebesar 90.00% dan 98.00% dengan kategori sangat praktis. Hal ini menunjukkan bahwa perangkat pembelajaran yang dikembangkan mudah digunakan, mudah diinterpretasikan, serta memberikan manfaat untuk guru dan peserta didik.
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.
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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