Eksplorasi Pedagogi Dalam Penguatan Pembelajaran Ilmu Pengetahuan Di Sekolah Dasar

Abstract

Purpose: This study reviews pedagogical approaches that support science education in elementary schools, focusing on inquiry-based learning, project-based learning, technology integration, science process skills, and differentiated instruction. Methods: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Relevant national and international journal articles were selected based on topic relevance, educational level, methodological suitability, and alignment with the research objectives. The selected literature was analyzed thematically to identify key characteristics, contributions, and implications of different pedagogical approaches. Findings: Inquiry-based learning supports conceptual understanding through observation, investigation, and evidence-based reasoning. Project-based learning connects scientific concepts with real-world problems while fostering creativity, collaboration, and problem-solving skills. Technology integration provides additional resources and supports scientific investigations, while differentiated instruction accommodates diverse learning needs. The findings also highlight the importance of science process skills and the teacher’s role in designing activities, guiding investigations, and assessing learning outcomes. Research Implications: Elementary science teachers should select and combine pedagogical approaches according to learning objectives, student characteristics, teacher readiness, and available facilities. Further research should examine the implementation and comparative effectiveness of these approaches across different elementary school contexts. Originality: This review synthesizes multiple pedagogical approaches within a unified framework for elementary science education, emphasizing the relationship between active participation, conceptual understanding, scientific skill development, and student-centered learning.