Development Of Practicum Modules To Improve Students' Science Process Skills - Systematic Literature Review

Authors

Earlyna Sinthia Dewi

DOI:

10.29303/ijcse.v3i3.1135

Published:

2025-09-30

Issue:

Vol. 3 No. 3 (2025): September 2025

Keywords:

Higher Education, Instrument Validation, Practicum Module, Science Process Skills

Articles

Downloads

How to Cite

Earlyna Sinthia Dewi. (2025). Development Of Practicum Modules To Improve Students’ Science Process Skills - Systematic Literature Review. International Journal of Contextual Science Education, 3(3), 114–119. https://doi.org/10.29303/ijcse.v3i3.1135

Abstract

This study aims to systematically review how trends, approaches, and outcomes of laboratory modules can enhance students' science process skills. The review was conducted using the Systematic Literature Review (SLR) method by collecting and analyzing published research from 2015 to 2024, sourced from the Dimensions and Scopus databases. The articles reviewed were relevant, high-quality, and available in full text. To examine the relationships between keywords and research themes, the VOSviewer application was utilized. The results of the review indicate that many laboratory modules remain focused on technological aspects and feasibility testing, but few integrate design development, instrument evaluation, and field testing comprehensively. Modules designed using the ADDIE model, validated by experts, and tested through pretest–posttest methods with a control group, have proven effective in enhancing students' scientific process skills. This study provides a comprehensive overview and serves as an important foundation for developing better and more needs-appropriate practical modules.

Author Biography

Earlyna Sinthia Dewi, Universitas Muhammadiyah Mataram

License

Copyright (c) 2025 Earlyna Sinthia Dewi

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with International Journal of Contextual Science Education (IJCSE), agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in International Journal of Contextual Science Education (IJCSE)
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).