“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era
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1 Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA2 Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, INDONESIA* Corresponding Author
Abstract
Currently, the world’s science learning is being affected by COVID-19 pandemic, which requires researchers to address it. Researchers’ attention and concern for the theme of science learning is highly expected, as evidenced by the existence of publications in reputable journals. The purpose of this systematic literature review is to review and compare investigations of research on articles published by Scopus-indexed journals (published during COVID-19 pandemic: 2020-2022). The researchers used a “science learning” phrase in the search menu of Scopus database and 1,484 articles were found by the researchers. Furthermore, 62 articles met the criteria to be analyzed. The inclusion and exclusion model used was preferred reporting items for systematic reviews and meta-analysis. Based on the results of the analysis, we found that in the last three years, there had been a decline in research on science learning. The science issues could be approached through quantitative, qualitative, mix-method, case study, and even development research. Marianne Kinnula is the author who has received the most attention in the study of science learning. According to the data, it is known that science learning and science education keywords are the most dominant keywords that used in a publication. There are 36 countries of origin for authors who publish articles, with the majority coming from Europe, though Indonesia has the most publications (Asia). Science articles are written by authors from all over the world. It was discovered that more articles were published as a result of collaboration. There are 69 institutions globally that fund science learning research and publications. We offer three perspectives on transformation science learning during a pandemic that can be used as a baseline and reference by other researchers or education policymakers. As an implication, the second and third perspectives from transformation that we have formulated are interesting for further study.
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Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 19, Issue 2, February 2023, Article No: em2224
https://doi.org/10.29333/ejmste/12875
Publication date: 01 Feb 2023
Online publication date: 25 Jan 2023
Article Views: 4144
Article Downloads: 1492
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How to cite this article
APA
Nurwidodo, N., Ibrohim, I., Sueb, S., & Husamah, H. (2023). “Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2224. https://doi.org/10.29333/ejmste/12875
Vancouver
Nurwidodo N, Ibrohim I, Sueb S, Husamah H. “Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era. EURASIA J Math Sci Tech Ed. 2023;19(2):em2224. https://doi.org/10.29333/ejmste/12875
AMA
Nurwidodo N, Ibrohim I, Sueb S, Husamah H. “Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era. EURASIA J Math Sci Tech Ed. 2023;19(2), em2224. https://doi.org/10.29333/ejmste/12875
Chicago
Nurwidodo, N., I. Ibrohim, S. Sueb, and H. Husamah. "“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 2 (2023): em2224. https://doi.org/10.29333/ejmste/12875
Harvard
Nurwidodo, N., Ibrohim, I., Sueb, S., and Husamah, H. (2023). “Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2224. https://doi.org/10.29333/ejmste/12875
MLA
Nurwidodo, N. et al. "“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 2, 2023, em2224. https://doi.org/10.29333/ejmste/12875