Skills In Science Learning Research Articles

Trends Research Problem Based Learning (PBL) Model to Improve Generic Science Skills in Students' Science Learning (2015-2024): A Systematic Review

Generic science abilities are abilities that students must have so that the knowledge and skills obtained in the learning process can be applied in everyday life and answer the challenges of an increasingly developing era. Generic science skills can be facilitated through learning with a Problem Based Learning (PBL) model. This research aims to identify and analyze research trends of PBL model to improve generic science skill in science learning. This research method is descriptive and analytical. The data used in this research was obtained from documents indexed by Google Scholar from 2015-2024 using Publish or Perish and Dimension.ai. Research procedures use PRISMA guidelines. The data identified and analyzed are the type of publication, publication source, and the title of research on PBL model to improve generic science skill in science learning that is widely cited. The data analysis method uses bibliometric analysis assisted by VOS viewer software. The results of the analysis show that research trend on PBL model to improve generic science skill in science learning indexed by Google Scholar from 2015 to 2024 has experienced a fluctuating increase. Research trend with an increase in the number of publications from 2015 to 2018. However, in 2019 and 2022 the research trend on the generic science ability in learning has decreased from the previous year and the research trend increase again in 2023. There are many documents in the form of articles, proceedings, book chapters and edited books that discuss research about Problem Based Learning model to improve generic science skills in science learning. Key words that are often used in research of generic science are critical thinking, e module, science learning, PBL, etc.

Quality Education: Development and Validation of Analytical Thinking and Entrepreneur Thingking Skills in Science Learning

Objective: In Indonesia, programs amid the widespread were proceeded and reinforced into the Merdeka Belajar program which was actualized more comprehensively through 4 programs counting online get to, instructor preparing, learning materials, and crisis educational programs. In any case, the existing science education in Indonesia has to be changed into a unused paradigm that includes the aptitudes required within the period of mechanical transformation 4.0 and society 5.0. These skills include analytical thinking and entrepreneurial thinking. Method: This type of research is Research and Development (R&D) research with the Design-based Research (DBR) development model adapted from Plomp. Focus Group Discussion aims to equalize perceptions and make decisions on the dimensions of analytical thinking and entrepreneurial thinking skills. Focus group discussion involved 25 respondents who are experts in their fields, consisting of 25 experts including 3 professors, 10 doctors, 3 masters, and 9 practicing Senior High School Science Teachers. The research data were analyzed with descriptive statistics to obtain averages and percentages. The Focus Group Discussion process was carried out for 2 cycles to obtain an agreement regarding the dimensions of analytical thinking skills (AT) and entrepreneurial thinking skills (ETS). Results and Discussion: The results of the development of the dimensions of analytical thinking skills consist of Analysis, Organization, Generalization, and Evaluation. While the aspects of entrepreneurial thinking skills include Good Planning, Strategic Thinking, Creativity, Communication, And Leadership. The validity results show that all instruments have a validity value > 0.83%. Research Implications: The implication of this research is that this research is expected to be a reference for teachers to empower higher order thinking skills. As well as being a reference for independent curriculum education policies related to the future competencies needed by students

The Role of Language and Literacy Skills in Science Learning from Kindergarten to 5th Grade: Mitigating Gender, Racial/Ethnic, and Socio-Economic Disparities

Despite the acknowledged impact of early science achievement on future success, there is a noticeable gap in research focused on understanding the dynamic longitudinal patterns of children attaining science learning milestones in their early years, as well as few investigations of potential factors that may mitigate gender, racial/ethnic, and socio-economic disparities. This study analyzed nationally representative data from the Early Childhood Longitudinal Study of Kindergarten Cohort 2011 (ECLS-K: 2011), involving 18,174 children from 1328 schools across the United States, selected through a multistage probability sampling process and spanning kindergarten through 5th grade. Using survival analysis with the dependent variable as the time required to attain a specific milestone, the study revealed that boys, non-Black, non-Hispanic, and high-income children reached the science learning threshold earlier than their counterparts—girls, Black, Hispanic, and low-income children. Furthermore, the study underscored the crucial role of language and literacy skills in mitigating these disparities. The study’s implications stress the importance of targeted interventions to address early science education disparities, emphasizing professional development and integrating language and literacy with science learning. The research also enriches the global discourse on educational standards by introducing innovative methodologies to assess both the frequency and duration of science learning milestones.

Impact of Blended Problem-Based Learning on Students' 21st Century Skills on Science Learning: A Meta-Analysis

Various similar primary studies report varying impacts of applying blended problem-based learning (Blended PBL) in improving students' 21st-century skills. This study aims to group similar studies on the effect of blended PBL on students' 21st-century skills in science learning through meta-analysis. In addition, studies were analyzed on variations in models, education levels, subjects, and 4C skills. There are 44 articles worth analyzing. The data was analyzed using Excel and JASP applications by presenting results in size effect values, forest plots, and published bias tests. The results of the analysis show that science learning with blended PBL improves 21st-century skills that are better at science learning than other learning (g=0.617, 95% Cl 0.296–0.937, p 0.001, I2 = 96.861%). Analysis of moderator variables showed that in the variation model, level of education, subjects, and 4C skills, there was a significant effect. These findings confirm that blended PBL is efficiently used to train students' 21st-century skills in science learning.

Higher order thinking skills in science learning: a systematic review from 2014-2023

Higher order thinking skills in science learning: a systematic review from 2014-2023

Evaluating metacognitive strategies and self-regulated learning to predict primary school students self-efficacy and problem-solving skills in science learning

Evaluating metacognitive strategies and self-regulated learning to predict primary school students self-efficacy and problem-solving skills in science learning

Trends Research Project Based Learning (PjBL) Model to Improve Science Process Skills in Students' Science Learning (2015-2024): A Systematic Review

Science process skills are very important for students to apply scientific methods and develop knowledge in order to gain new knowledge or enrich existing knowledge. Science process skills can be facilitated through learning with a Project Based Learning (PjBL) model. This research aims to identify and analyze research trends of PjBL model to improve science process skill in science learning. This research method is descriptive and analytical. The data used in this research was obtained from documents indexed by Google Scholar from 2015-2024 using Publish or Perish and Dimension.ai. Research procedures use PRISMA guidelines. The data identified and analyzed are the type of publication, publication source, and the title of research on PjBL model to improve science process skill in science learning that is widely cited. The data analysis method uses bibliometric analysis assisted by VOS viewer software. The results of the analysis show that research trend on PjBL model to improve science process skill in science learning indexed by Google Scholar from 2015 to 2024 has experienced a fluctuating increase. However, in 2024 there will be a decline in the research trend on it. There are many documents in the form of articles, proceedings, chapters, preprints and edited books that discuss research into the PjBL model to improve science process skill in science learning. Key words that are often used in research about it are local wisdom, inquiry model, PBL, scientific attitude, etc.

Trends Research Project Based Learning (PjBL) Model to Improve Problem Solving Skills in Students' Science Learning (2015-2024): A Systematic Review

Problem-solving ability is an important ability for students to have in science learning. With the ability to solve problems, students' critical, logical, and creative thinking skills can increase. Problem solving skills can be facilitated through learning with a project-based learning (PjBL) model. This research aims to identify and analyze research trends of PjBL model to improve problem solving skill in science learning. This research method is descriptive and analytical. The data used in this research was obtained from documents indexed by Google Scholar from 2015-2024 using Publish or Perish and Dimension.ai. Research procedures use PRISMA guidelines. The data identified and analyzed are the type of publication, publication source, and the title of research on PjBL model to improve problem solving skill in science learning that is widely cited. The data analysis method uses bibliometric analysis assisted by VOS viewer software. The results of the analysis show that research trend on PjBL model to improve problem solving skill in science learning indexed by Google Scholar from 2015 to 2024 has experienced a fluctuating increase. However, in 2024 there will be a decline in the research trend on it. There are many documents in the form of articles, proceedings, chapters, preprints and edited books that discuss research into the PjBL model to improve problem solving skill in science learning. Key words that are often used in research about it are STEM project, creative thinking skill, technology, critical thinking, discovery, etc.

Improving the critical thinking ability of class 5 students in science learning using the project based learning model

This research is motivated by the problem of low critical thinking skills of class V students at SDN Wahir in science learning. Science learning encourages students to think at a higher level, analyze, design and create a product/work. Therefore it takes high-level thinking skills to achieve good science learning. This study aims to describe the Project Based Learning (PJBL) model that is implemented to overcome the problem of students' low critical thinking skills. This research is a qualitative research using classroom action research methods. Data were collected by observation, interviews, documentation and data acquisition were analyzed descriptively qualitatively. Researchers analyzed the data by means of data reduction, data presentation, and drawing conclusions and verification. This research was conducted in two cycles while the percentage of the first cycle was based on the implementation of learning with the results of students' critical thinking skills of 62.50% achieving the target of success indicators for critical thinking skills, and 68.75% of students' learning outcomes reaching the target exceeding the KKM. In cycle II there was an increase in students' critical thinking skills of 81.25% reaching the target with learning outcomes of 87.50% reaching the target above the KKM. The data shows that students' critical thinking skills in science learning have increased through the application of the Project Based Learning (PJBL) model.

The Development of Puzzle Board Card Media to Enhance Students' Critical Thinking Skills in Science Learning

Critical thinking ability is an essential skill possessed by elementary school students in the 21st century learning era. One tool that supports the development of this ability is puzzle card board media. This research aims to develop and test the effectiveness of this media in improving the critical thinking skills of fifth grade students in elementary schools. The research method applied is research and development (R&D) using the ADDIE research model which consists of the Analysis, Design, Development, Implementation and Evaluation stages. The product developed in this research is puzzle card board media which is adapted for science subjects, then its validity is tested by media experts and material experts, and distributed via questionnaires to teachers and class V students at SDIT Ummi Aida. The research subjects consisted of 29 class V students. The object of this research was the development of puzzle card board media. Based on the results of research and development, it was concluded that this puzzle card board media met the research criteria as evidenced by a media validation score of 93.7%, and a material validation score of 90.6% with a value range of 76%-100%, including in the very valid category. This research received responses from teachers with a score of 98.6% and responses from students with an average score of 86.7% in the practical or very good category for use. This shows that the puzzle card board media is included in the criteria of valid, practical and effective use as teaching material for teachers and students. The author recommends that this research is not only centered on improving critical thinking, but on developing creativity in accordance with 21st century learning skills

Project-Based Learning on Critical Thinking Skills in Science Learning: Meta-analysis

The development of information technology and the environment constitutes one of the most difficult challenges facing the 20th century. Quality education plays a crucial and strategic role in building quality human resources. We need to teach critical thinking to today's students. Critical thinking skills can be improved if the project-based learning model is applied to science education. The research method used was a literature review of relevant articles for five years (2019-2023). The systematic literature review process involves three stages: article search, research article filtering and selection analysis. Using Cohen's formula, the researchers have estimated the effect size. In the light of this study, the practical application of the project based learning method, Project Based Learning, aims to improve critical thinking skills in science education. Twenty research articles show that critical thinking skills essential to science education can be improved using Project Based Learning instruction.

Effectiveness of Teacher Performance in Maximizing Student's Expressive Writing in Science Learning at Sebatik Vocational School

Adolescence is an important phase in individual development where massive changes occur, both physically and psychologically. Research shows that teenagers often have difficulty managing and expressing their emotions appropriately, which can impact their emotional and social well-being. This research aims to test the effectiveness of teacher performance in improving students' expressive writing skills in science learning at Sebatik Vocational School. The research method used is quantitative experimental research with a one group pretest-posttest design. Eight students who experienced difficulties in expressive writing skills were included in this study. Data was obtained through pretest and posttest conducted after providing teacher performance services. The results of the analysis using the Wilcoxon Signed Ranks test showed that there was a significant increase in students' expressive writing abilities after being provided with teacher performance services. The calculated z value was -2.521>z table (1.96) at a significance level of α=0.05. Asymp probability value. Sig. (2-tailed) is 0.012<of α = 0.05, so the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. Thus, the teacher's service performance in providing students' expressive writing skills at Sebatik Vocational School has proven to be effective in improving students' expressive writing abilities in science learning.

Analisis Keterampilan Kolaborasi Siswa pada Pembelajaran IPAS SD

The purpose of this study is to analyze collaboration skills in science learning for the 4th grade. This study was conducted using a descriptive quantitative methodology. Thirty primary school pupils served as the research subjects. Utilizing research instruments in the form of interview and observation sheets, data was gathered through interviews and observations. The study's result is that, with an average of each indication ranging from 20 to 50%, research subjects are classified as less and not collaborative. This is a result of the lack of application of collaboration skills, which makes their application essential for developing students' collaborative character.

Argument-driven inquiry learning model to improve students' argumentation skills in science learning: systematic literature review

Argument-driven inquiry learning model to improve students' argumentation skills in science learning: systematic literature review

Effectiveness of Higher Order Thinking Skills-based Test Instruments in Science Learning in Indonesia: A Meta-analysis

This research is motivated by the many applications of Higher Order Thinking Skills-based test instruments in science learning. However, it has not been found how effective the instrument is in science learning. The purpose of this study was to determine the effectiveness of Higher Order Thinking Skills-based test instruments in science learning. This type of research is a meta-analysis. Data sources come from the databases of Google Scholar, Hindawi, ScienceDirect, Wiley, Taylor of Francis, Sage Journal, Springer, ProQuest and ERIC. Search keywords are test instruments, test instruments based on Higher Order Thinking Skills in science learning, and higher order thinking skills. This study analyzed 20 articles published in 2020-2023 used in the meta-analysis. Data analysis techniques with the help of JSAP software. The results concluded that the summary effect size value was 1.24 (very high effect size). This finding shows that the use of test instruments based on Higher Order Thinking Skills is effectively applied in science learning. Furthermore, the research provides higher order tinking skills-based test instruments in science learning in Indonesia and provides important information for the application of higher order thinking skills-based test instruments in the future

Research Trends in Group Investigation Learning Model for Critical Thinking Skills in Science Learning

The 21st-century learning needs to be applied in science learning amidst the rapid development of this era to equip students with important skills, such as critical thinking skills. One of the factors that affect the success of learning is a learning model that has unique characteristics. The Group Investigation Learning Model is a learning model that allows students to play an active role in determining their learning goals and processes, including critical thinking skills. To see the application of the Group Investigation Learning Model in improving critical thinking skills, it is necessary to carry out a literature review study using the VOSviewer. This research used the publish or publish method with the Google Scholar database and obtained 985 articles selected using certain criteria to obtain 76 relevant articles. The results of the analysis with the VOSviewer based on network, overlay, and density visualization, show that the Group Investigation Learning Model is used to improve 21st-century skills, including critical thinking skills. Further analysis shows that research on high school biology subjects that apply the Group Investigation Learning Model dominates compared to other science fields. The implications of the results of this review can be a reference for further research to implement and develop learning models to improve critical thinking skills at the elementary and junior high school levels.

UNLOCKING COGNITIVE POTENTIAL: ENHANCING PROBLEM-SOLVING ABILITIES THROUGH INNOVATIVE PROBLEM-BASED LEARNING MODELS

In this context, this literature review article aims to analyze how PBL can be a strong foundation in developing students' problem solving skills in the realm of science learning, as well as highlighting practical implications for education in the future. This research method uses qualitative. The data collection technique uses literature study, which is a technique used to collect data and theoretical and research sources related to the topic raised in a study. Types of secondary data obtained from published articles related to the PBL learning model in improving students' science problem solving skills. The analysis technique is carried out using a synthetic matrix. This research procedure begins with determining article search keywords, searching for literature articles on Goggle Scholar, selecting articles according to keywords, and analyzing the articles and their findings. The conclusion from the results of the literature study carried out regarding how the problem based learning model has an impact on students' problem solving skills in science learning is that by implementing this problem based learning model it will improve students' problem solving skills. This is proven by the results of 10 studies that have been analyzed.

Development of a Flipbook-Based Digital Pocketbook on Environmental Pollution Material on the Critical and Creative Thinking Skills of Class VII Students at SMPN 1 Sojol Utara

This study aims to develop and see the effectiveness of flipbook-based digital pocketbooks on environmental pollution material on the critical and creative thinking skills of grade VII students at SMPN 1 Sojol Utara. The method used in this research is research and development (Research and Development) with 4D instructional design. This research was conducted on grade VII students at SMPN 1 Sojol Utara totaling 40 students. The results of this study showed that: (1) The flipbook-based digital pocket book developed obtained a percentage of 86.96% of the very valid category and for media practicality obtained a percentage of 80% of the practical category for use in science learning, critical thinking skills obtained a value of 70.83% in the critical thinking category (2) The ability to think creatively obtained a score of 84.37% with the category of creative thinking (3) The effectiveness of the book The flipbook-based digital pocket developed is very effective in improving students' critical thinking skills with an effect size value of 1.95 very large categories, (4) The effectiveness of the flipbook-based digital pocketbook developed is very effective in improving students' creative thinking skills with an effect size valueThe 1.95 categories are huge. Based on the results of the development that has been carried out, flipbook-based digital pocketbooks can be a learning medium that can improve students' critical and creative thinking skills in science learning.

Development of PBL-Based Interactive LKPD to Improve Elementary Students' Critical Thinking Skills in Science Learning

This research aims to develop PBL-based interactive worksheets that can improve the critical thinking skills of elementary school students in science learning that are valid, practical and effective when used. This research used the Design and Development (D&D) method using the ADDIE model, which consists of five stages consisting of analysis, design, development, implementation and evaluation. The research subjects for the limited test were 30 students in class VI at SDN 3 Rogojampi. In the broad test, there were 42 students in class VI at SDN 1 Pengatigan and 32 students in class VI at SDN 2 Rogojampi. The instruments used consisted of 1) an RPP validation sheet, 2) an LKPD validation sheet, 3) a teacher response questionnaire sheet, and 4) student pretest-posttest questions to assess the effectiveness of the LKPD. The data analysis technique used was data analysis of the validity, effectiveness and practicality of the product being developed. The results of the validation by the material expert validator were 93%, the media expert validator was 91%, and the language expert validator was 91%. The results of the effectiveness of using interactive LKPD based on the N-gain score in the three institutions obtained an average score of 0.69, which is in the medium category. Practical results based on the implementation of the use of interactive worksheets obtained an average of 90% and, based on teacher responses, obtained an average of 91% in the very practical category. This study concludes that PBL-based interactive worksheets are valid, very practical and moderately effective for improving the thinking skills of sixth-grade elementary school students in science learning.

Strategies To Improve Teachers' Pedagogical Skills in Science Learning

This research aims to develop effective strategies to enhance teachers' pedagogical skills in science learning. Employing a mixed methods approach, combining qualitative and quantitative methodologies, the study investigates current challenges and gaps in pedagogical practices within science education. Data collection methods include literature review, observation, and questionnaire, followed by qualitative datat analysis involving data reduction, presentation, and conclusion, as well as descriptive analysis of quantitative data. The research findings indicate that effective strategies for improving teachers' pedagogical skills in science learning encompass the development of teacher competencies in content delivery, technology utilization, interpersonal interaction management, and resource utilization. The implementation of these strategies has been shown to significantly enhance teachers' pedagogical skills in science learning, as evidenced by a significance value of 0.000 < 0.05. Thus, this research provides a significant contribution to enhancing science learning practices through the improvement of teachers' pedagogical skills.