Febri Saputri, Eli Rohaeti, Yusfa Juniar, Antuni Wiyarsi, Desfi Annisa, Adilah Afikah
In the present era, education not only prioritizes cognitive abilities but also places greater importance on scientific skills and scientific attitudes. Therefore, cultivating these skills is an essential factor in improving students' performance and is a fundamental objective of science education. Regrettably, there is a lack of literature reviews on scientific attitudes (SA) in science learning. This study is intended to comprehensively examine scientific attitude publications, with a specific focus on science education, published from 2012 to 2022. A selection of 60 papers was made from various databases, which were further examined and synthesized. The findings indicated that a total of six research inquiries were examined. This study identified 15 characteristics of scientific attitude (SA) that were rated highest in terms of curiosity. When considering the significance of an SA, the most significant measure is its influence on accomplishment. Furthermore, a total of six learning models were identified as potential enhancers of students' scientific attitudes, with the most prevalent models being inquiry-based learning and problem-based learning. Student worksheets are the primary learning tool commonly employed to enhance students' SA. The predominant study methodologies employed to investigate SA are experiments. To conduct a comprehensive systematic literature review on ways to cultivate a scientific attitude, researchers must consider the number of papers evaluated. © 2025 Author(s).
Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
