Norma Yunaini, Mumpuniarti Mumpuniarti, Ishartiwi Ishartiwi, Asih Utami, Mohammad Ghufroni Farid, Yesi Budiarti, Riyan Hidayat
SPS are crucial in science education, as they form the foundation for enhancing students' thinking skills, which are essential for navigating 21st-century developments. Teachers play a pivotal role in implementing effective learning activities. This study examines the impact of elementary school teachers' understanding and use of various science models learning on students' SPS. A quantitative research method with a predictive correlational design was used, analyzed using structural equation modeling (SEM) with SmartPLS 4 software. The findings indicate that teachers' comprehension and use of different science models learning have a positive and significant effect on elementary students' SPS. The results show that, through the use of appropriate and engaging science learning models, elementary students are beginning to demonstrate notable progress in self-development, as measured by SPS indicators. It is anticipated that using a variety of science models learning tailored to the characteristics of elementary students will further enhance their development of SPS (SPS). © 2025
Department of Education and Psychology, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Teacher Training and Education, Universitas Muhammadiyah Pringsewu Lampung, Indonesia; Department of Teacher Training and Education, Universitas Palangka Raya, Indonesia; Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia; Department of Science and Technology Education Universiti Putra Malaysia, Serdang, Malaysia
