Analysis of Scientific Explanation Ability Indicators in Earth and Space Sciences (ESS) Lectures: Scope Overview N F Saminan12*, A Suhandi1, and Syafrizal3
1Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia
2Program Studi Pendidikan Fisika, Universitas Serambi Mekkah, JL. Tgk. Imum Lueng Bata, Bathoh, Banda Aceh 23245, Indonesia
3Program Studi Pendidikan Fisika, Universitas Malikussaleh, Jl. Cot Tengku Nie, Reulet, Muara Batu, Aceh Utara, Indonesia
Abstract
The purpose of this article is to provide a comprehensive overview of relevant research on Scientific Explanation, especially in the context of ESS lectures in order to have the potential for thinking skills. This review of his research is supported by the five-stage Arskey and O^Malley framework. The first stage, identifying the research question. The second stage, identifying relevant research by entering relevant research with the last ten years using the keywords ^Scientific explanations + physics learning^. The third stage, selecting studies through inclusion and exclusion criteria. The fourth stage, creating a data chart with the selected articles and mapping them with various dimensions. The fifth stage, compiles, summarizes and reports the results of the research in the last 10 years that have been selected. The findings from the scoping review are illustrated in a set of studies that reflect the importance of thinking skills that must be possessed, describe areas of interest, and characteristics through the educational environment based on the scientific explanations of three indicators, namely students must be able to make claims in answering original questions, provide evidence to support the claim and provide rationale with the justification linking claim to evidence. The findings from this scoping review will also be discussed in various dimensions in providing a broader starting point for the scientific explanations literature.
