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LITERATURE REVIEW
“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era
1
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA
2
Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, INDONESIA
Online publication date: 2023-01-25
Publication date: 2023-02-01
EURASIA J. Math., Sci Tech. Ed 2023;19(2):em2224
KEYWORDS
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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