Esensi Pembelajaran Fisika dalam Perspektif Konstruktivisme: Sebuah Systematic Literature Review
DOI:
https://doi.org/10.46918/karst.v8i2.3028Keywords:
esensi pembelajaran fisika; konstruktivisme; prisma; sistem pendidikan; systematic literature reviewAbstract
Penelitian ini bertujuan untuk mengidentifikasi dan mensintesis esensi pembelajaran fisika dalam perspektif konstruktivisme melalui pendekatan Systematic Literature Review (SLR). Proses penelusuran literatur dilakukan secara sistematis dengan mengacu pada pedoman PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) melalui basis data ilmiah, yaitu Google Scholar, ERIC, ScienceDirect, Taylor & Francis, dan Wiley Online Library. Artikel yang dianalisis dibatasi pada publikasi periode 2020–2025 dengan kriteria inklusi yang relevan dengan konstruktivisme dan pembelajaran fisika. Sebanyak 31 artikel terpilih untuk dianalisis dan disintesis secara naratif dan tematik, 21 artikel berfokus pada pembelajaran fisika dan sains, sementara 10 artikel lainnya berfokus pada pendidikan umum. Hasil kajian menunjukkan bahwa pembelajaran fisika maupun pendidikan secara umum, dalam perspektif konstruktivisme memandang pengetahuan sebagai hasil konstruksi aktif peserta didik melalui pengalaman langsung, eksperimen, refleksi, dan interaksi sosial. Hal ini sejalan dengan esensi dari pembelajan fisika yang tidak hanya menekankan pada penguasaan rumus atau menghafal konsep, melainkan juga tentang memahami bagaimana pengetahuan ilmiah itu lahir, diuji, dimaknai, serta diaplikasikan.
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