The Science Education Research Trends (SERT) in Indonesian Secondary Schools: A Series of Research Synthesis Studies

Date of Award

12-2024

Degree Name

Doctor of Philosophy

Department

Science Education

First Advisor

William W. Cobern, Ph.D.

Second Advisor

Betty Adams, Ph.D.

Third Advisor

Beixi Li, Ph.D.

Keywords

21-st century skills, Indonesian secondary schools, qualitative approaches, research expertise, research synthesis, science education research trends

Abstract

Recognizing the absence of a comprehensive model for conducting Science Education Research Trend (SERT) studies within a single country’s context that effectively transitions from the broader landscape of science education, Muchson et al. identified this gap as an area requiring urgent attention. They argued for a model integrating systematic review and bibliometric methods to address various research questions, offering a deep understanding of science education within a national setting. To address this, Muchson et al. (2024) conducted a SERT study focused on Indonesian secondary schools, aiming to establish an effective model.

Among the significant findings, three key areas emerged. First, university professors from institutions known for teacher education programs are the main contributors to science education publications in Indonesia. However, it remains unclear whether they focus on specific topics or explore a broad range over time. Second, while studies have examined the 21st-century skills curriculum in Indonesia, there’s still a lack of understanding of how research on this crucial topic has evolved. Third, qualitative research methods are underutilized in Indonesian science education, possibly due to limited familiarity. Consequently, exploring the methodologies and reporting practices of Indonesian science educators is needed.

Building on the work of Muchson et al., this dissertation comprises three separate studies centered on those key areas, each utilizing systematic review and or bibliometric methods. Study 1 examines the research focus and citation impact of leading Indonesian science education researchers. Analyzing 125 primary papers and 644 citing papers, the study reveals a diverse yet focused body of work. Some scholars maintained consistent research themes, while others explored broader topics. Despite these differences, the research aligns with global trends and addresses unique challenges in Indonesia. The study highlights the importance of balancing specialization and adaptability among researchers, emphasizing strategic investments in researcher development. Study 2 provides an overview of research on 21st-century skills in Indonesian secondary schools, analyzing 113 Scopus-indexed papers. The study identifies key trends, gaps, and future research areas. While research on critical thinking and problem-solving is prominent, gaps remain in addressing broader skills like collaboration and digital literacy. The study also reveals a bias towards quantitative approaches, indicating a need for more qualitative research and integration of international literature. Study 3 investigates the reporting practices of qualitative research in Indonesian science education, assessing adherence to APA Journal Article Reporting Standards (JARS) for Qualitative Research. Analyzing 35 qualitative articles, the study found strengths in reporting abstract and introduction sections but significant weaknesses in methods, results, and discussions. The findings underscore the need for greater rigor and transparency in qualitative research reporting, highlighting the importance of adhering to established standards to enhance credibility and reproducibility.

Overall, this dissertation advances understanding of science education research in Indonesia, offering insights into researcher development, 21st-century skills implementation, and qualitative research practices, with implications for future research and policy development.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until

12-1-2034

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