Integrative and Contextual Instructional Models for Strengthening Scientific Literacy in Primary and Secondary Education (2020–2025): A Systematic Literature and Bibliometric Review

Authors

Jihan Salsabillah Misel, Master’s Program in Primary Education, Graduate School, Universitas Negeri Semarang, Semarang, IndonesiaFollow
Eko Handoyo, Department of Civic Education, Faculty of Social and Political Sciences, Universitas Negeri Semarang, Semarang, IndonesiaFollow
Ellianawati Ellianawati, Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Semarang, IndonesiaFollow
Bambang Subali, Departement of Physics Education, Universitas Negeri Semarang, IndonesiaFollow

Abstract

Improving students’ science literacy remains a persistent challenge in schools. Although studies since 2020 examine strategies to enhance science literacy, no synthesis has compared integrative models across levels. This review addresses that gap through a PRISMA-based Systematic Literature Review of 1,518 records, with 24 studies included and supported by VOSviewer mapping. Findings show that Problem-Based Learning, STEM-based learning, and the RADEC model are the most effective approaches, while Differentiated Instruction, Flipped Classroom, and Project-Based Learning strengthen reasoning and scientific attitudes. These results offer guidance for classroom implementation and inform policy on teacher training and curriculum design within the Merdeka Curriculum.

First Page

246

Last Page

256

Recommended Citation

Misel, Jihan Salsabillah; Handoyo, Eko; Ellianawati, Ellianawati; and Subali, Bambang (2025) "Integrative and Contextual Instructional Models for Strengthening Scientific Literacy in Primary and Secondary Education (2020–2025): A Systematic Literature and Bibliometric Review," Jurnal Pendidikan Sains: Vol. 13: No. 4, Article 2.
DOI: 10.17977/jps.v13i42025p246
Available at: https://citeus.um.ac.id/jps/vol13/iss4/2