Nurul Fajri Saminan, Andi Suhandi, Syafrizal
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 potential in thinking skills. This review of his research is supported by Arskey and O'Malley's five-stage framework. The first stage is to identify the research question. The second stage, identifying relevant research by including research relevant to the last ten years using the keyword 'Scientific explanations + learning physics'. The third stage, study selection through inclusion and exclusion criteria. The fourth stage is to graph the data with the selected articles and map them with various dimensions. The fifth stage, compiling, summarizing and reporting the results of the selected research from the last 10 years. The findings from the scoping review are illustrated in a set of studies that reflect the importance of a must-have scientific explanatory ability. Indicators that must be developed in ESS learning so as to describe the characteristics of scientific explanation abilities with three component indicators, namely students must be able to provide claims in answering the original questions, provide evidence to support these claims and provide rationale with justification that connects claims with evidence. The findings from this scoping review will also be discussed with various dimensions such as the learning model used to improve scientific explanation skills in providing a broader starting point for the scientific explanations literature. © 2022 American Institute of Physics Inc.. All rights reserved.
Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, West Java, Bandung, 40154, Indonesia; Physical Education Study Program, Universitas Malikussaleh, Jl. Cot Tengku Nie, Reulet,Aceh Utara, Muara Batu, Indonesia
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