Ni Komang Tri Suandayani

Application of Natural Science in Everyday Life: From Theory to Positive Impacts on Quality of Life

Introduction

Application of natural science in everyday life: from theory to positive impacts on quality of life. Discover how a hybrid learning model applies natural science to daily life, boosting students' scientific competencies, critical thinking, problem-solving, and quality of life.

Abstract

Science education plays a crucial role in equipping learners with the skills needed to navigate 21st-century challenges. However, in Indonesia, science learning often remains limited to theoretical knowledge, with insufficient emphasis on process skills, higher-order thinking, and real-life applications. This study aimed to evaluate the effectiveness of an integrated instructional model combining Differentiated Challenge-Based Learning (DCBLM) and Problem-Based Creative Learning (PBCL) in improving students’ scientific competencies and perceptions of quality of life. Employing a mixed-methods design, 120 participants including secondary and university students engaged in science activities for twelve weeks. Quantitative data were collected through validated Science Process Skills (SPS) and Higher-Order Thinking Skills (HOTS) tests, along with a Quality of Life (QoL) perception survey, while qualitative insights were gathered through semi-structured interviews. Results from paired-sample t-tests showed significant improvements in SPS (M = 62.4 to 78.9), HOTS (M = 58.7 to 74.3), and QoL perceptions (M = 3.21 to 3.78), all with large effect sizes. Thematic analysis revealed learners’ ability to apply science in daily life, increased environmental awareness, and enhanced confidence in problem-solving. These findings confirm that the hybrid model not only strengthens scientific knowledge and thinking skills but also promotes sustainable practices and well-being. The study highlights the potential of contextualized science education to bridge pedagogical innovation with classroom realities and contribute to the Sustainable Development Goals (SDGs)..

Review

This study tackles the pertinent challenge of science education in Indonesia, where learning often prioritizes theoretical knowledge over the development of process skills, higher-order thinking, and real-life application. The authors introduce an innovative integrated instructional model, combining Differentiated Challenge-Based Learning (DCBLM) and Problem-Based Creative Learning (PBCL), aimed at enhancing students’ scientific competencies and perceptions of quality of life. The abstract presents compelling evidence for the model's effectiveness, reporting significant improvements in Science Process Skills (SPS), Higher-Order Thinking Skills (HOTS), and Quality of Life (QoL) perceptions, all substantiated by large effect sizes. These initial findings suggest a highly relevant and impactful pedagogical intervention with the potential to transform science education. The methodological approach, utilizing a robust mixed-methods design with 120 secondary and university students over twelve weeks, is a particular strength of this research. The collection of both quantitative data through validated instruments (SPS, HOTS tests, QoL surveys) and qualitative insights from semi-structured interviews provides a comprehensive evaluation of the intervention. The thematic analysis, revealing learners’ enhanced ability to apply science in daily life, increased environmental awareness, and improved confidence in problem-solving, highlights the holistic benefits of the model beyond academic scores. This study makes a significant contribution to the literature by demonstrating a practical and theoretically informed approach to contextualizing science education, effectively bridging pedagogical innovation with classroom realities and directly contributing to the Sustainable Development Goals (SDGs). While the abstract provides a strong case for the model's efficacy, further details on the precise implementation and the specific mechanisms of integration between DCBLM and PBCL within the full paper would enhance its utility for practitioners and researchers. Elucidating how challenges were differentiated and creative problem-solving was fostered simultaneously could offer deeper insights for replication. Additionally, discussing the demographic diversity within the Indonesian participant pool could provide a richer context for generalizability. Future research could also consider exploring the long-term sustainability of the observed improvements in skills and QoL perceptions, as well as the model's adaptability across different scientific domains or diverse educational settings beyond Indonesia, to further establish its broad applicability and impact.

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