TRANSFORMASI PEMBELAJARAN SAINS DI SEKOLAH DASAR MELALUI PENDEKATAN INKUIRI, PBL, PjBL, DAN STEM DALAM MENUMBUHKAN KETERAMPILAN ABAD KE-21
DOI:
https://doi.org/10.23969/jp.v10i04.39804Keywords:
science learning, elementary school, innovative learning models, 21st-century skills.Abstract
thinking, critical attitudes, and life skills from an early age. However, science instruction in elementary education is still often dominated by conventional approaches focused on memorization of concepts. This article aims to comprehensively examine the transformation of science learning through innovative learning approaches and models, namely inquiry learning, Problem-Based Learning (PBL), Project-Based Learning (PjBL), cooperative learning, and the STEM approach, in fostering 21st-century skills. This study employs a literature review method by analyzing textbooks and relevant scientific sources related to elementary science education. The results indicate that innovative learning models effectively enhance students’ critical thinking, creativity, collaboration, and communication skills. Therefore, transforming science learning through innovative approaches is essential to improving learning quality and aligning elementary education with the demands of the 21st century
Downloads
References
Allyn and Bacon. Trianto. (2019). Model Pembelajaran Terpadu: Konsep, Strategi, dan Implementasinya dalam Kurikulum 2013. Jakarta: Bumi Aksara.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Arends, R. I. (2012). Learning to teach (9th ed.). New York: McGraw-Hill.
Arsyad, A. (2020). Media pembelajaran. Jakarta: RajaGrafindo Persada.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39–43.
Bruner, J. S. (1961). The Act of Discovery. Harvard Educational Review, 31(1), 21–32.
Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. NSTA Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching (9th ed.).
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). Thousand Oaks, CA: Sage Publications.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.
OECD. (2019). PISA 2018 results: What students know and can do. Paris: OECD Publishing.
Pearson. Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. Cambridge University Press.
Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26.
Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice.
Sugiyono. (2022). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
