Ganda Hijrah Selaras

How Do Learning Models and Media Affect Students' Science Literacy?: A Review

Introduction

How do learning models and media affect students' science literacy?: a review. Explore how learning models like PjBL, IBL, and media (simulations, e-modules) impact students' 21st-century science literacy. This review offers insights for educators and policymakers.

Abstract

Science literacy is a critical competency in the 21st century, equipping students with the skills to understand, evaluate, and apply scientific concepts in real-world contexts. This review examines the impact of various learning models and media on improving students’ science literacy. The study synthesizes findings from recent research to explore how instructional approaches such as Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), and Blended Learning promote students’ ability to think critically and solve scientific problems. In addition, the role of digital and traditional media, including virtual simulations, e-modules, and hands-on laboratory activities, is discussed in promoting engagement and conceptual understanding. Key factors influencing the effectiveness of learning models and media are also analyzed. The review highlights gaps in current studies and identifies best practices for implementing learning strategies that support science literacy. This article aims to provide evidence-based insights to educators, researchers, and policymakers to design effective instructional strategies that foster scientifically literate individuals.

Review

The article, "How Do Learning Models and Media Affect Students' Science Literacy?: A Review," addresses a highly pertinent and timely topic within educational research. Science literacy is rightly identified as a fundamental 21st-century competency, crucial for students to navigate and contribute to an increasingly complex world. This review sets out to systematically examine the interplay between various instructional approaches and learning media, and their subsequent impact on developing this essential skill. By synthesizing findings from recent research, the paper aims to provide a comprehensive overview of current understanding in this critical educational domain. A significant strength of this review lies in its broad yet focused scope, promising a robust analysis across different pedagogical strategies and learning tools. The abstract highlights an intention to investigate the efficacy of widely recognized learning models such as Project-Based, Inquiry-Based, and Blended Learning, alongside diverse media ranging from cutting-edge virtual simulations and e-modules to foundational hands-on laboratory activities. This comprehensive approach is commendable, as it allows for a nuanced exploration of how each element contributes to fostering critical thinking, problem-solving abilities, engagement, and conceptual understanding in science. The paper also commits to analyzing key influencing factors and identifying best practices, which are vital for practical application. While the abstract provides a strong foundation, future readers would benefit from a clear articulation of the methodology employed for synthesizing the research. Specific details regarding the scope of "recent research" (e.g., date range, database selection, inclusion/exclusion criteria for studies) would enhance the review's rigor and transparency. Furthermore, for a review aiming to highlight "gaps in current studies" and "best practices," the depth of analysis on *why* certain approaches are more effective or *what specific gaps* impede progress will be crucial. The promise to provide evidence-based insights to educators, researchers, and policymakers sets a high bar, suggesting that the discussion on actionable recommendations derived from the synthesis should be particularly detailed and well-supported, translating the findings into concrete guidance for improving science literacy instruction.

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