Research Trends in Local Wisdom Integrated Scaffolding Inquiry Learning Model to Improve Students' Science Literacy: Bibliometric Analysis 2014-2024
DOI:
10.29303/ijcse.v1i4.785Published:
2024-12-31Issue:
Vol. 1 No. 4 (2024): December 2024Keywords:
Scaffolding Inquiry, Local Wisdom, Science Literacy, Bibliometric AnalysisArticles
Downloads
How to Cite
Abstract
This study aims to provide a bibliometric review of research trends on local wisdom-integrated scaffolding inquiry models to improve students' scientific literacy during the period 2014-2024. Data were obtained through Google Scholar using analysis tools such as Publish or Perish and Dimension.ai, resulting in 1,000 documents selected based on PRISMA guidelines. The analysis was carried out using bibliometric and content analysis methods, supported by VOSviewer software to visualize keyword trends and research patterns. The results showed that the publication trend peaked in 2021, reflecting significant interest in this topic. The dominant publication types were chapters and edited books, indicating that this topic is often discussed in comprehensive academic references. Keywords such as local wisdom, scientific literacy, and scientific inquiry indicate the focus of research on the integration of local cultural values with a scientific-based approach. Network visualization and research density underscore the importance of evaluating the effectiveness of local wisdom-based learning in improving students' scientific literacy, problem-solving skills, and scientific understanding. So it can be concluded that the research trend of the local wisdom integrated scaffolding inquiry model has become the main focus in the development of science education that is relevant and contextual to the needs of the 21st century.
References
[1] Parno, L. Yuliati, F. M. Hermanto, and M. Ali, “A case study on comparison of high school students’ scientific literacy competencies domain in physics with different methods: PBL-stem education, PBL, and conventional learning,” J. Pendidik. IPA Indones., 2020, doi: 10.15294/jpii.v9i2.23894.
[2] D. Höttecke and D. Allchin, “Reconceptualizing nature-of-science education in the age of social media,” Sci. Educ., 2020, doi: 10.1002/sce.21575.
[3] H. MacDonald, “Students Think Science Literacy is Important and Improves with Lifelong Learning,” 2021. doi: 10.18438/eblip29926.
[4] M. C. CHRISPIM, “Resource recovery from wastewater treatment: challenges, opportunities and guidance for planning and implementation,” Front. Neurosci., 2021.
[5] Andreas Schleicher, “PISA 2018 Insights and Interpretations FINAL,” OECD, 2019.
[6] D. Hopkins, “Mejora escolar, liderazgo y reforma sistémica: una retrospectiva (School improvement, leadership and systemic reform: a retrospective),” Rev. Eletrônica Educ., 2019, doi: 10.14244/198271993075.
[7] OECD, “PISA 2018 Mathematics Framework”, in PISA 2018 Assessment and Analytical Framework,. 2019.
[8] C. H. D. Gill and E. Berezina, “School performance in three South East Asian countries: lessons in leadership, decision-making and training,” Eur. J. Train. Dev., 2020, doi: 10.1108/EJTD-01-2020-0014.
[9] U. Toharudin, L. F. Damaianti, I. Y. N. Hizqiyah, and I. Setia Kurniawan, “Developing Students’ Scientific Literacy through Wikipedia Digital Library,” Int. J. Emerg. Technol. Learn., 2023, doi: 10.3991/ijet.v18i24.45605.
[10] L. N. Jescovitch et al., “Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression,” J. Sci. Educ. Technol., 2021, doi: 10.1007/s10956-020-09858-0.
[11] M. Azzam and R. Easteal, “Neuroanatomical Approaches to Improving Student Learning in Science Education,” FASEB J., 2020, doi: 10.1096/fasebj.2020.34.s1.02109.
[12] P. Löffler, M. Pozas, and A. Kauertz, “How do students coordinate context-based information and elements of their own knowledge? An analysis of students’ context-based problem-solving in thermodynamics,” Int. J. Sci. Educ., 2018, doi: 10.1080/09500693.2018.1514673.
[13] E. Slovinsky, M. Kapanadze, and C. Bolte, “The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment,” Eurasia J. Math. Sci. Technol. Educ., 2021, doi: 10.29333/ejmste/11070.
[14] C. Chu, J. L. Dewey, and W. Zheng, “An Inorganic Chemistry Laboratory Technique Course using Scaffolded, Inquiry-Based Laboratories and Project-Based Learning,” J. Chem. Educ., 2023, doi: 10.1021/acs.jchemed.3c00547.
[15] T. L. Killpack, S. M. Fulmer, J. A. Roden, J. L. Dolce, and C. D. Skow, “Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability,” J. Microbiol. Biol. Educ., 2020, doi: 10.1128/jmbe.v21i2.2143.
[16] S. A. Rodzalan, N. N. M. Noor, L. S. M. Arif, and M. M. Saat, “Factors Influencing the Improvement of Students’ Critical Thinking and Problem-Solving Skill An Industrial Training Intervention,” Int. J. Emerg. Technol. Learn., 2020, doi: 10.3991/ijet.v15i22.16303.
[17] I. B. A. P. Manuaba, Y. No, and C. C. Wu, “The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis,” PLoS One, 2022, doi: 10.1371/journal.pone.0277339.
[18] A. Fadli and Irwanto, “The effect of local wisdom-based ELSII learning model on the problem solving and communication skills of pre-service islamic teachers,” Int. J. Instr., 2020, doi: 10.29333/iji.2020.13147a.
[19] J. Sayono, N. Jauhari, L. Ayundasari, and W. D. Sulistyo, “Development of projo bale model based on android application in history and local wisdom studies of Malang,” Int. J. Emerg. Technol. Learn., 2020, doi: 10.3991/IJET.V15I07.13219.
[20] R. M. Mudjid, Supahar, H. Putranta, and D. S. Hetmina, “Development of Android Physics Learning Tools Based on Local Wisdom Traditional Game Bola Boy as a Learning Source,” Int. J. Interact. Mob. Technol., 2022, doi: 10.3991/ijim.v16i06.27855.
[21] A. Kervinen, W. M. Roth, K. Juuti, and A. Uitto, “The resurgence of everyday experiences in school science learning activities,” Cult. Stud. Sci. Educ., 2020, doi: 10.1007/s11422-019-09968-1.
[22] J. P. Ayotte-Beaudet et al., “Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships,” J. Biol. Educ., 2023, doi: 10.1080/00219266.2021.1909634.
[23] E. B. Santos, “Do impresso ao digital: o processo de transição no jornalismo local e do ‘interior,’” Carbohydr. Polym., 2019.
[24] U. Aiman, S. Hasyda, and Uslan, “The influence of process oriented guided inquiry learning (POGIL) model assisted by realia media to improve scientific literacy and critical thinking skill of primary school students,” Eur. J. Educ. Res., 2020, doi: 10.12973/EU-JER.9.4.1635.
[25] E. T. Ong, B. L. Keok, J. Yingprayoon, C. K. S. Singh, M. T. Borhan, and S. W. Tho, “The effect of 5E inquiry learning model on the science achievement in the learning of ‘Magnet’ among year 3 students,” J. Pendidik. IPA Indones., 2020, doi: 10.15294/jpii.v9i1.21330.
[26] A. Hasani, D. E. Juansah, I. J. Sari, and R. A. Z. El Islami, “Conceptual frameworks on how to teach stem concepts in bahasa indonesia subject as integrated learning in grades 1–3 at elementary school in the curriculum 2013 to contribute to sustainability education,” Sustain., 2021, doi: 10.3390/su13010173.
[27] A. Saleh, C. Yuxin, C. E. Hmelo-Silver, K. D. Glazewski, B. W. Mott, and J. C. Lester, “Coordinating scaffolds for collaborative inquiry in a game-based learning environment,” J. Res. Sci. Teach., 2020, doi: 10.1002/tea.21656.
[28] T. Michalsky, “When to Scaffold Motivational Self-Regulation Strategies for High School Students’ Science Text Comprehension,” Front. Psychol., 2021, doi: 10.3389/fpsyg.2021.658027.
[29] H. A. El-Wakeel, R. Abdellatif, D. H. Eldardiry, D. F. Al-Saleh, M. I. Shukri, and K. M. N. Ansari, “Brain-based learning in design and visual arts education: a bibliometric assessment of Scopus indexed literature,” 2023. doi: 10.12688/f1000research.110294.3.
[30] O. Zawacki-Richter, V. I. Marín, M. Bond, and F. Gouverneur, “Systematic review of research on artificial intelligence applications in higher education – where are the educators?,” 2019. doi: 10.1186/s41239-019-0171-0.
[31] P. Hallinger and C. Chatpinyakoop, “A bibliometric review of research on higher education for sustainable development, 1998-2018,” 2019. doi: 10.3390/su11082401.
[32] P. Hallinger and V. T. Nguyen, “Mapping the landscape and structure of research on education for sustainable development: A bibliometric review,” 2020. doi: 10.3390/su12051947.
