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Scientiae Educatia: Jurnal Pendidikan Sains
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 254 Documents
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Guided Inquiry in Science Education: A Bibliometric and Systematic Review of Critical Thinking and Science Literacy Research Aldi Alfiansyah Wibowo; Paidi Paidi; Ghani Walandipa
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.24277

Abstract

The Guided Inquiry model represents an increasingly prominent pedagogical approach in science education, demonstrating substantial potential to foster critical thinking skills and science literacy through structured investigative processes. This study aims to map research trends in the application of Guided Inquiry over a ten-year period (2016–2026), identify emerging research innovations, and delineate prospective directions for future scholarly development in this domain. Data were systematically retrieved from the Scopus database in February 2026, yielding an initial corpus of 609 articles. A rigorous selection process was subsequently conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, applying predefined inclusion and exclusion criteria, which resulted in 154 articles eligible for final analysis. A bibliometric approach was employed in conjunction with a systematic literature review, utilizing VOSviewer and Microsoft Excel 2021 as analytical tools. The findings reveal a consistent upward trajectory in annual publication output, with a notable peak recorded in 2025, alongside the identification of seven distinct, interconnected keyword clusters. The most frequently occurring keywords encompass Guided Inquiry, Inquiry-Based Learning, Critical Thinking, and Scientific Literacy. Overlay and density visualizations further indicate that these thematic areas remain dynamically evolving, while their integration with complementary pedagogical approaches constitutes a salient gap warranting further investigation in the context of science education. Future research is recommended to prioritize longitudinal and experimental studies examining the sustained impact of Guided Inquiry on critical thinking and science literacy, explore its integration with emerging digital technologies such as Artificial Intelligence and Virtual Reality, and conduct cross-cultural comparative investigations to broaden the generalizability of current findings across diverse educational contexts and systems.
Enhancing Critical Thinking Skills in Science Education Through a Local Wisdom-Based E-Module: An Inquiry-Based Learning Approach Tia Sarawati; Ismail Fikri Natadiwijaya
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.20219

Abstract

Science education has historically relied on conventional teaching materials that are frequently disconnected from students' local cultural contexts, thereby diminishing learner engagement and undermining the contextual authenticity of the science learning experience. Furthermore, although the Inquiry-Based Learning (IBL) model has been widely recognized as an effective pedagogical framework for cultivating critical thinking skills in science education, its implementation within culturally responsive instructional contexts that meaningfully integrate local wisdom remains considerably underexplored in the existing literature. This study aims to analyze the implementation of a local wisdom-based e-module, developed in the context of the natural dyeing process of Mega Mendung batik, within the IBL framework, and to evaluate its effectiveness in enhancing eighth-grade students' critical thinking skills in science learning. A pre-experimental research design with a one-group pretest-posttest configuration was employed. The research sample comprised 32 eighth-grade students selected through random sampling. Data were collected using a validated critical thinking skills assessment instrument aligned with science learning objectives, and subsequently analyzed using a paired sample t-test and effect size calculation to determine the magnitude and practical significance of the instructional intervention. The findings demonstrate that the implementation of the local wisdom-based e-module significantly enhanced students' critical thinking skills across all assessed indicators, with an effect size classified within the high category. These results collectively affirm that science learning mediated through culturally contextualized, local wisdom-based e-modules within the IBL framework constitutes a promising and empirically supported pedagogical strategy for fostering critical thinking in science education. This study further offers practical guidance for science educators and curriculum developers engaged in designing culturally responsive, inquiry-based instructional materials for middle school science contexts.
Biology-Mathematics Integration and 21st-Century Competencies: A Global Systematic Review for Indonesian Merdeka Curriculum Contexts Bagus Pratomo Nusantoro; Aulia Senawati; Prasasti Bumi Syahadat; Muhammad Amirul Haq Burhany; Tegar Satya Prahara; Anggi Tias Pratama; Tien Aminatun
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.24333

Abstract

This study synthesises global evidence on the role of biology-mathematics (Bio-Mat) integration in developing 21st-century competencies, with particular attention to its implications for the Indonesian Merdeka Curriculum context, through a systematic literature review (SLR) following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. Given the scarcity of Bio-Mat-specific research in Indonesia, this review intentionally adopts a global scope, drawing on studies from Asia, North America, Europe, Africa, and global comparative contexts, to synthesize the best available international evidence, which is then critically examined for its transferability and relevance to the Indonesian educational context, particularly within the framework of the Merdeka Curriculum. Relevant studies were retrieved from ERIC and Scopus for the 2017–2026 period, and 72 eligible studies were included for final analysis. Results indicate that Bio-Mat integration is most effectively implemented through Project-Based Learning (PjBL) models centred on mathematical modelling of biological phenomena, yielding the highest effect sizes (g ≈ 0.87–0.88) across critical thinking, problem-solving, and collaboration outcomes. Mathematical Modelling demonstrated the greatest contribution to conceptual understanding (g = 0.95). Findings further reveal that Bio-Mat integration significantly strengthens students' numeracy literacy and aligns directly with the eight graduate dimensions of deep learning , keimanan/ketakwaan, kewargaan, penalaran kritis, kreativitas, kolaborasi, kemandirian, kesehatan, and komunikasi, as mandated by the Merdeka Curriculum. The review also identifies major implementation barriers, particularly teacher training gaps, limited resources, and uneven technological access, and offers evidence-based recommendations for curriculum designers and educators across Indonesian secondary and tertiary educational contexts.
Effects of Real-World Problem Worksheets Integrated with Higher Order Thinking Skills on Physics Learning Outcomes: A Study of Industrial Engineering Students Muhammad Syahrul Kahar; Muh Mawardi; Rahmatullah Bin Arsyad; Muhammad Fathurrahman; Sulkifli Sulkifli; Santi Rachman
Scientiae Educatia Vol 14, No 2 (2025): December 2025
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v14i2.24346

Abstract

This study aims to examine the effects of Real-World Problem Worksheets integrated with Higher Order Thinking Skills (HOTS) on students' physics learning outcomes in higher education. A pre-experimental research design with a one-group posttest-only configuration was employed as the methodological framework. Data were collected through a validated physics achievement test instrument specifically designed to assess student learning outcomes following the instructional intervention. The sampling procedure employed was cluster random sampling, with a total sample of 30 industrial engineering students from Universitas Muhammadiyah Sorong. The findings reveal that the mean student score reached 7.67, indicating a notable improvement in physics learning outcomes following the implementation of the Real-World Problem Worksheets. Statistical analysis using the t-test further demonstrated that the calculated t-value significantly exceeded the critical t-table value (t = 17.95 > t-table = 2.05), confirming that the implementation of Real-World Problem Worksheets integrated with HOTS produced a statistically significant improvement in students' physics learning outcomes. Furthermore, student response data indicated that the instructional intervention was received with highly favorable evaluations, reflecting strong learner acceptance and engagement with the worksheet-based approach. These findings collectively suggest that the integration of real-world contextual problems with HOTS-oriented worksheets constitutes a promising and empirically supported pedagogical strategy for enhancing physics learning outcomes in undergraduate science and engineering education.

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