Jul 2026· Indonesian Journal of STEM Education· 0 citations· 23 references
Abstract
Science Process Skills (SPS) are essential for developing students' conceptual understanding and scientific thinking. However, teacher-centered instruction and limited laboratory facilities hinder optimal SPS development. This study aims to analyze and synthesize the impact of Inquiry-Based Learning assisted by virtual laboratories on students' SPS using a Systematic Literature Review (SLR) approach. Literature was gathered from national and international journals (Google Scholar, ProQuest, ERIC) published between 2016 and 2025. Guided by PRISMA 2020 protocols across four selection stages, 15 relevant articles were systematically analyzed using qualitative descriptive methods. The findings reveal a consistent positive effect on SPS specifically observing, hypothesizing, experimenting, data analyzing, and communicating alongside increased student engagement. Effectiveness depends on inquiry type, teacher guidance, and instructional design. Although virtual labs cannot fully replace hands-on manipulative skills, this integrated approach offers an effective, flexible alternative for science education.
The increasing demand for twenty-first-century competencies has highlighted the importance of scientific writing and academic literacy as essential skills for senior high school students. However, conventional teacher-centered instruction often provides limited opportunities for students to actively construct knowledge and develop scientific communication skills. This study aimed to synthesize recent empirical evidence on how Student-Centered Learning (SCL) contributes to scientific writing training in enhancing students' academic literacy and to identify the most effective pedagogical strategies reported in the literature. A Systematic Literature Review (SLR) was employed following a structured review procedure. Relevant empirical studies published between 2021 and 2025 were retrieved from reputable national and international journals. The selected studies were analyzed using qualitative content analysis through identification, categorization, comparison, and thematic synthesis of the findings. The review revealed that Student-Centered Learning consistently improves scientific writing competence by promoting inquiry, collaboration, critical reflection, and evidence-based argumentation. Furthermore, SCL enhances broader dimensions of academic literacy, including academic reading and writing, critical thinking, scientific reasoning, communication skills, and learner autonomy. Among the pedagogical strategies identified, Inquiry-Based Learning, Project-Based Learning, collaborative writing with peer feedback, and technology-enhanced learning demonstrated the strongest and most consistent positive outcomes. These findings suggest that Student-Centered Learning provides an integrated pedagogical framework that transforms scientific writing into an active process of knowledge construction while strengthening academic literacy. Consequently, this review offers valuable theoretical insights and practical recommendations for educators, curriculum developers, and policymakers seeking to design learner-centered scientific writing programs that effectively prepare students for higher education and lifelong learning.
Saeful Hamdi· Journal Of Education, Teachi...· 0 citations
This study investigated the effect of virtual laboratory resources integrated with flipped classroom instruction on Senior High School students’ acquisition of basic and integrated science process skills at Winneba Senior High School, Ghana. A mixed-method action research design was employed involving 51 purposively selected Form Two General Science students. Data were collected through questionnaires, pre- and post-intervention assessments, observations, interviews, and achievement tests. The intervention required students to engage with pre-recorded instructional videos and virtual laboratory simulations before participating in guided classroom discussions and practical activities. Pre-intervention findings revealed that students experienced considerable difficulties in science process skills, particularly observation (86.3%), data interpretation (78.4%), defining variables operationally (70.6%), and controlling variables (62.7%). Pre-intervention mean scores ranged from 4.38 to 5.38 (SD = 0.92–1.69), indicating low proficiency in science process skills. Following the intervention, post-intervention mean scores increased substantially, ranging from 9.63 to 10.50 (SD = 2.33–2.95). The improvement was statistically significant across all groups (p < 0.001, df = 50), demonstrating the positive effect of virtual laboratory resources and flipped classroom instruction on students’ acquisition of both basic and integrated science process skills. Students showed notable improvements in observation, measurement, communication, classification, prediction, experimentation, hypothesis formulation, variable control, and data interpretation. The novelty of this study lies in integrating virtual laboratory resources and flipped classroom pedagogy within a resource-constrained Ghanaian secondary school context. Despite limitations relating to sample size, purposive sampling, and the absence of a control group, the findings suggest that technology-enhanced, learner-centered instructional strategies can effectively strengthen practical science learning, student engagement, and science process skill development.
Alice Amoh Anguh, J. Azure· Journal of Educational Techn...· 0 citations
The objective of the systematic review was to compare the impact of inquiry-based learning (IBL) compared with traditional teaching on learning outcomes for pre-service biology teachers (PBTs). Previous research within science education has demonstrated that learners have a much stronger understanding and investigative abilities as a result of being actively engaged in authentic scientific practices, such as developing hypotheses, designing experiments, interpreting data, and using evidence-based reasoning, instead of passively receiving information. In developing PBTs, it is critical that these individuals develop IBL not only as a process of learning for themselves but also as an approach in their future classrooms as educators. In addition to this increasing body of empirical literature, there has been no systematic synthesis examining the differences between IBL and traditional teaching specifically related to this population with respect to the types of outcomes and formats for inquiry used.
Using PRISMA guidelines, the systematic review was registered on the Open Science Framework prior to commencing data collection and included searches conducted across Scopus, Web of Science, ScienceDirect, Google Scholar, and ERIC between 2020 and 2026, supplemented by hand-searching of two high-impact journals (Teaching and Teacher Education; International Journal of Science Education), which yielded the identification of 17 eligible empirical studies for inclusion in the review. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), and inter-rater reliability indicated almost perfect agreement (Cohen's κ = 0.852; 91.6% overall agreement).
Overall, the included studies reported that IBL was associated with positive learning outcomes across several domains, including scientific process skills, research competence, conceptual understanding, environmental literacy, and self-efficacy for teaching. Direct comparative evidence from studies with active comparator or control groups suggested that IBL may offer advantages over traditional, confirmatory, or lecture-based instruction particularly for scientific process skills, research-related competencies, critical analysis skills, creativity, active participation, and academic achievement. In addition, guided inquiry tended to provide more consistent improvements in foundational level competencies while open inquiry provided stronger evidence of autonomous reasoning and higher-order skills when the conditions under which they are implemented were appropriate.
In conclusion, inquiry-based instruction appeared to support a more comprehensive range of learning outcomes compared with traditional instruction, however, there were still challenges with the implementation of either format. Moreover, there was a notable difference between being an IBL learner versus being prepared to be an IBL teacher, which suggests that teacher education curriculum must specifically include explicit preparation in IBL pedagogy.
https://osf.io/j2pmd/overview?view_only=023f5b4e8e344a52ba95ea6d9f794810
, identifier: 6ys83.
Meruyert Kopbayeva, A. Uspabayeva, T. Atıcı· Frontiers in Education· 1 citation
This literature review examines the development of an interactive, web-based instructional model integrating Science, Technology, Engineering, and Mathematics with Project-Based Learning (STEM-PjBL) for physics material, aimed at improving the conceptual understanding of prospective (pre-service) teacher students. Following the PRISMA 2020 protocol, 336 records were identified from Scopus- and SINTA-indexed databases and other sources; after removing duplicates and screening for relevance, 20 primary studies published between 2018 and 2025 were included in the qualitative synthesis. The review finds that web-based STEM-PjBL models consistently improve conceptual understanding, critical thinking, and problem-solving skills, with reported effect sizes ranging from moderate to high (Cohen's d = 0.72–1.85; N-gain 0.30–0.59). Interactivity, authentic project design, and technology-enhanced pedagogical content knowledge (TPACK) emerge as the strongest predictors of learning gains among prospective teachers. Gaps remain in longitudinal evaluation, adaptive/AI-supported personalization, and standardized instruments for measuring conceptual change. The review proposes a conceptual web-based STEM-PjBL physics model and recommends directions for future research and development.
Aris Doyan, Susilawati, A. Harjono et al.· Jurnal Penelitian Pendidikan...· 0 citations
Mathematical communication skills are among the most important skills in mathematics education, helping students convey ideas, explain their thought processes, and represent concepts mathematically. The development of these skills remains a focus of various studies in mathematics education. The purpose of this study is to systematically analyze research trends regarding the application of the PBL model to students’ mathematical communication skills. This study employed a Systematic Literature Review (SLR) method with a qualitative descriptive approach and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search was conducted via the Google Scholar database using the Publish or Perish version 8 application to identify publications from 2022 to 2026. From an initial search yielding 600 articles, 16 articles that met the inclusion and exclusion criteria were selected for analysis. The data were analyzed descriptively through a process of extraction, categorization, and synthesis based on educational level, instructional content, research methods, and research findings. The results indicate that the majority of studies on the application of the PBL model to mathematical communication skills were conducted at the junior high school level, accounting for 56% of the total. Regarding research methods, quantitative methods were the most prevalent, particularly quasi-experimental designs, which accounted for 62%. The variety of instructional materials used was also quite diverse. Overall, the research findings indicate that the implementation of the PBL model effectively improves students’ mathematical communication skills. Additionally, several studies also show that the use of instructional media in PBL can enhance student engagement and support the process of mathematical communication in the classroom. Thus, the PBL model can be considered one of the relevant instructional models to help develop students’ mathematical communication skills.
Melisha Dwi Pangesty Wijaya, M. Putra, Adi Ihsan Imami· JUPIKA: JURNAL PENDIDIKAN MA...· 0 citations
This study aimed to develop and evaluate a Problem-Based Learning (PBL)-based science e-module integrating the local wisdom of Ledre to foster junior high school students' critical thinking skills on the topic of food additives. The study employed a Research and Development (R&D) approach using the 4D model consisting of the Define, Design, Develop, and Disseminate stages. The developed product was evaluated in terms of its validity, practicality, and effectiveness. Product validity was assessed by subject-matter experts, instructional media experts, and science education practitioners using Aiken's V. Practicality was evaluated through learning implementation observations, teacher and student response questionnaires, and readability analysis. Effectiveness was determined using a one-group pretest-posttest design involving 64 eighth-grade students from two classes receiving the same instructional treatment. Students' critical thinking skills were analyzed using the Normalized Gain (N-Gain) and the Wilcoxon Signed-Rank Test. The developed science e-module achieved an average Aiken's V coefficient of 0.93, indicating high validity, while the assessment instrument demonstrated good reliability (Cronbach's Alpha = 0.815). Practicality evaluation showed highly positive implementation and user responses, indicating that the e-module was feasible for classroom application. Students' critical thinking skills improved from a mean pretest score of 43.55 to a mean posttest score of 83.73, with an average N-Gain score of 0.6965 (moderate category). The Wilcoxon Signed-Rank Test confirmed a statistically significant improvement (p < 0.001), accompanied by a very large effect size (r = 0.87). These findings demonstrate that integrating Ledre local wisdom into the Problem-Based Learning framework provides an effective digital learning resource for fostering contextual science learning and enhancing junior high school students' critical thinking skills.
Nofal Binti Ali Mahfud, S. Indana, Isnawati· JPI: Jurnal Pustaka Indonesi...· 0 citations
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