Mewujudkan Pembelajaran Sains yang Humanis Melalui Pendekatan Berorientasi Sosio-Emosional
Keywords:
Pendekatan humanistik, pembelajaran sains, sosio-emosional, choice theory
Abstract
Artikel ini membahas potensi pendekatan humanistik dalam pembelajaran sains untuk meningkatkan hasil dan aspek afektif siswa. Pendidikan sains yang efektif penting untuk mempersiapkan generasi yang kreatif dan inovatif. Namun, seringkali pandangan siswa terhadap sains tidak sesuai harapan. Hal itu dipengaruhi oleh berbagai faktor. Pendekatan humanistik diusulkan sebagai solusi, dengan mengintegrasikan dimensi kemanusiaan seperti emosi, nilai, dan hubungan sosial dalam pembelajaran. Metode penelitian studi pustaka digunakan untuk menganalisis dan mengelompokkan sumber terkait. Pendekatan ini dapat meningkatkan motivasi intrinsik siswa dan sikap positif terhadap sains melalui strategi seperti humanizing the classroom, active learning, dan quantum learning. Teori humanistik, seperti choice theory, juga mendukung penciptaan lingkungan belajar yang mendukung pertumbuhan pribadi dan akademik. Dengan penerapan pendekatan ini, diharapkan pengalaman pembelajaran sains menjadi lebih bermakna dan relevan, mempersiapkan siswa menghadapi tantangan masa depan dengan percaya diri.
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References
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Berger, C., Alcalay, L., Torretti, A., & Milicic, N. (2011). Socio-emotional Well-Being and Academic Achievement : Evidence from a Multilevel Approach. Psicologia: Reflexao e Critica, 24(2).
Burns, R. J. (2002). Education and Social Change: A Proactive or Reactive Role? International Review of Education, 48(1).
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Quantitative, Qualitative, and Mix Methods Approaches (5th editio). SAGE Publications.
Damayanti, D., Farihah, U., & Mislikhah. (2023). Implementation of Humanistic Learning Theory in Science and Technology Learning towards Students ’ Creative Thinking Skills. Education and Sociedad Journal, 1(1), 1–10.
Daud, M. J., Rahmat, A., & Husain, R. (2021). HUMANISTIC THEORY IN THE PROSPECT OF EDUCATIONAL PHILOSOPHY TO IMPROVE STUDENT LEARNING OUTCOMES THROUGH IPA LEARNING IN CLASS IV SDN 8 TILONGKABILA BONEBOLANGO REGENCY. European Journal of Humanities and Educational Advancements (EJHEA), 2(11), 131–134.
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Fereidouni, H., Omidi, A., & Tamannaeifar, S. (2019). Research Paper: The Effectiveness of Choice Theory Education on Happiness and Self-esteem in University Students. Practice in Clinical Psychology, 7(3), 207–214.
Firdaus, F. A., & Mariyat, A. (2017). Humanistic Approach In Education According to Paulo Freire. At-Ta’dib, 12(2).
Gabriel, E., & Matthews, L. (2011). Choice Theory: An Effective Approach to Classroom Discipline and Management. The Journal of Adventist Education.
Gasong, D., & Toding, A. (2020). Effectiveness of Humanistic Learning Models on Intra and Interpersonal Intelligence. Utopía y Praxis Latinoamericana, 25(6).
Griethuijsen, R. A. L. F. Van, Eijck, M. W. Van, Haste, H., Brok, P. J. Den, Skinner, N. C., Mansour, N., Gencer, A. S., & Boujaoude, S. (2014). Global Patterns in Students ’ Views of Science and Interest in Science. Research In, 45(4). https://doi.org/10.1007/s11165-014-9438-6
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Holbrook, J. (2010). Education through science as a motivational innovation for science education for all. Science Education International, 21(2), 80–91.
Ioannidou, O., & Erduran, S. (2022). Policymakers ’ Views of Future-Oriented Skills in Science Education. 7(June), 1–15. https://doi.org/10.3389/feduc.2022.910128
Jilani, G., Yang, G., & Siddique, I. (2021). Corporate social responsibility and pro-environmental behavior of the individuals from the perspective of protection motivation theory. Sustainability (Switzerland), 13(23). https://doi.org/10.3390/su132313406
Khatib, M., Sarem, S. N., & Hamidi, H. (2013). Humanistic Education : Concerns , Implications and Applications. Journal of Language Teaching and Research, 4(1), 45–51. https://doi.org/10.4304/jltr.4.1.45-51
Kola, A. J. (2014). Importance of Science Education to National Development and Problems Militating Against Its Development. American Journal of Educational Research, 1(7). https://doi.org/10.12691/education-1-7-2
Kumar, A. A. (2023). Perspective Chapter: Emotive Cognition Strategies on Enhancing Meaningful Learning among Undergraduate Student-Teachers. In D. Ortega-Sánchez & K. K. M. Stavropoulos (Eds.), Education Annual Volume 2023. IntechOpen Book.
Kumar, A. A., & Chellamani, K. (2020). Effect of Emotive Cognition Strategies on Enhancing Meaningful Learning. International Journal of Education, 9(1).
Lavoué, E., Kazemitabar, M., Doleck, T., & Lajoie, S. P. (2020). Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts. Educational Technology Research and Development, 68(1), 269–292. https://doi.org/10.1007/s11423-019-09688-x
Membiela, P., González, A., Acosta, K., & Yebra, M. A. (2023). Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students. Science Education, 104(4), 939–963. https://doi.org/10.1002/sce.21793
Morgenroth, O., Keck, M., & Gensicke, M. (2021). Time will tell: Time perspective as a source for metacognitive emotion-focused coping and its measurement. Personality and Individual Differences, 168. https://doi.org/10.1016/j.paid.2020.110367
Novianti, S., Sari, L. Y., & Afza, A. (2022). Factors Caused Difficulty in Learning IPA for Students. Journal of Biology Education Research, 3(2), 50–59.
Nuwangi, P. P. (2022). Pengaruh Pembelajaran Berbasis Future Workshop terhadap Anticipatory Competency dan Intensi Prolingkungan Siswa Sekolah Menengah Atas dalam Isu Perubahan Iklim [Indonesia University of Education]. http://repository.upi.edu/80748/
Ojala, M. (2012a). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642. https://doi.org/10.1080/13504622.2011.637157
Ojala, M. (2012b). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? International Journal of Environmental & Science Education, 7(4), 537–561. https://doi.org/10.4018/978-1-59904-945-8.ch070
Ojala, M. (2013). Coping with climate change among adolescents: Implications for subjective well-being and environmental engagement. Sustainability (Switzerland), 5(5), 2191–2209. https://doi.org/10.3390/su5052191
Ojala, M. (2015). Hope in the Face of Climate Change: Associations with Environmental Engagement and Student Perceptions of Teachers Emotion Communication Style and Future Orientation. Journal of Environmental Education, 46(3), 133–148. https://doi.org/10.1080/00958964.2015.1021662
Ojala, M. (2017). Hope and anticipation in education for a sustainable future. Futures, 94, 76–84. https://doi.org/10.1016/j.futures.2016.10.004
Othman, M., Cyril, N., Mangao, D. D., & Ng, K. T. (2022). Southeast Asian Students ’ Perspective in Science and Science Education. DINAMIKA Jurnal Ilmiah Pendidikan Dasar, 14(2).
Platt, J. (2018). How far does Choice Theory Succeed , Within Classics , as a Form of Differentiation in the Classroom ? The Journal of Classics Teaching, 19(37).
Potvin, P., & Hasni, A. (2014). Studies in Science Education Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1). https://doi.org/10.1080/03057267.2014.881626
R., S. P., Aryati, A., Yenni, T., Putri, S., Yanuarti, E., & Ahmal. (2023). Implementation of Humanistic Learning Theory in Islamic Religious Education Learning. Al-Ishlah: Jurnal Pendidikan, 15(2), 1850–1858. https://doi.org/10.35445/alishlah.v15i2.2211
Rebolledo-Mendez, G., & Huerta-Oacheco, N. S. (2021). Meta-Affective Behaviour within an Intelligent Tutoring System for Mathematics. International Journal of Artificial Intelligence in Education, 32, 174–195. https://doi.org/https://doi.org/10.1007/s40593-021-00247-1
Rohandi. (2017). Teaching and Learning Science: Students’ Perspective. International Journal of Indonesian Education and Teaching, 1(1), 16–31.
Rutherford, F. J. (1972). A Humanistic Approach To Science Teaching. NASSP Bulletin, 56(361), 53–62.
Santos, A. C., Simoes, C., Cefai, C., Freitas, E., & Arriaga, P. (2021). Emotion regulation and student engagement: Age and gender differences during adolescence. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101830
Sharifkhani, S., Zomorodi, S., & Ghodrati, S. (2020). Examining the effect of choice theory-based education on students ’ responsibility and procrastination. Journal of Advanced Pharmacy Education & Research, 70–75.
Sudarto. (2022). The advantages of humanistic science learning tools. International Journal of Trends in Mathematics Education Research, 5(3), 2021–2023.
Sudarto, & Aco, A. (2018). The Syntax of Humanist Learning Science Model Based Gender and Optimization of The Right Brain - The Left Brain Function of The Learners With the TIMSS/PISA Assessment Type The Syntax of Humanist Learning Science Model Based Gender and Optimization of The. 2nd International Conference on Statistics, Mathematics, Teaching, and Research.
Sukmadinata, N. (2010). Pengembangan Kurikulum: Teori dan Praktik. PT Remaja Rosdakarya.
Suntoro, R., Mauli, B., Bustam, R., & Dahlan, U. A. (2021). The Humanistic Learning Theory as a Learning Approach in Overcoming Students Psychological Problems During the Covid- 19 Pandemic. Proceeding ICHELSS 2021, March 25-27, Jakarta, Indonesia, 137–148.
Susrawan, I. N. A., Sutajaya, I. M., & Suja, I. W. (2023). Humanistic education in language learning. International Journal of Applied Science and Sustainable Development, 5(2), 30–37.
T, J. G., G, M. A., A, S. S., Rebecca, O., & R, O. E. (2024). Harnessing Science Education for Future Transformation in Nigeria. Educational Perspectives, 12(1), 255–267.
Taber, K. S. (2017). Reflecting the Nature of Science in Science Education. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 23–37). SensePublishers Rotterndam.
Thomas, A. R., Maike, G., Donker, M., Bieleke, M., Caltabiano, A., & Mainhard, T. (2023). Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators. British Journal of Educational Psychology, 93(1), 72–89. https://doi.org/10.1111/bjep.12536
Tracy, C. B., Driessen, E. P., Beatty, A. E., Lamb, T., Pruett, J. E., Botello, J. D., Brittain, C., Ford, Í. C., Josefson, C. C., Klabacka, R. L., Smith, T., Steele, A., Zhong, M., Bowling, S., Dixon, L., & Ballen, C. J. (2022). Why Students Struggle in Undergraduate Biology: Sources and Solutions. CBE—Life Sciences Education, 21(48), 1–14. https://doi.org/10.1187/cbe.21-09-0289
Widyastuti, I., Supriadi, D., Fitriana, A., Prakoso, A. H., Prasetyo, E. E., Nugraha, B. P. S. P., & Guslina, L. (2020). Affective-Humanistic Approach in Online Learning Practices. International Conference on Technology, Education, and Science (InCoTES), 152–155.
Yang, Q., Bos, K. Van Den, & Li, Y. (2021). Intolerance of uncertainty, future time perspective, and self-control. Personality and Individual Differences, 177.
Zahrotin, A. (2021). DEVELOPMENT OF INTEGRATED SCIENCE LEARNING INSTRUMENTS. Jurnal Pena Sains, 8(1). https://doi.org/10.21107/jps.v8i1.10104
Zidny, R., & Eilks, I. (2022). Learning about Pesticide Use Adapted from Ethnoscience as a Contribution to Green and Sustainable Chemistry Education. Education Sciences, 12(4).
Aikenhead, G. S. (2003). Review of Research on Humanistic Perspectives in Science Curricula. European Science Education Research Association (ESERA) Conference.
Alberts, B. (2022). Why science education is more important than most scientists think. FEBS Letters: The Scientists’ Forum, 596, 149–159. https://doi.org/10.1002/1873-3468.14272
Alifah, P. (2018). Multicultural Education and Humanism Theory as an Effort to Improve the Social Sensibility of Primary School Students. Varia Pendidikan, 30(1), 73–78.
Altmeyer, S., & Dreesmann, D. (2020). “The tree was there first”–using an everyday ecological dilemma to explore the personal orientations of secondary school students in environmental decision-making. Environmental Education Research, 0(0), 1–22. https://doi.org/10.1080/13504622.2020.1853062
Amico, A. D., & Geraci, A. (2022). MetaEmotions at School: A Program for Promoting Emotional and MetaEmotional Intelligence at School; a Research-Intervention Study. Education Sciences, 589. https://doi.org/https://doi.org/10.3390/educsci12090589
Berger, C., Alcalay, L., Torretti, A., & Milicic, N. (2011). Socio-emotional Well-Being and Academic Achievement : Evidence from a Multilevel Approach. Psicologia: Reflexao e Critica, 24(2).
Burns, R. J. (2002). Education and Social Change: A Proactive or Reactive Role? International Review of Education, 48(1).
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Quantitative, Qualitative, and Mix Methods Approaches (5th editio). SAGE Publications.
Damayanti, D., Farihah, U., & Mislikhah. (2023). Implementation of Humanistic Learning Theory in Science and Technology Learning towards Students ’ Creative Thinking Skills. Education and Sociedad Journal, 1(1), 1–10.
Daud, M. J., Rahmat, A., & Husain, R. (2021). HUMANISTIC THEORY IN THE PROSPECT OF EDUCATIONAL PHILOSOPHY TO IMPROVE STUDENT LEARNING OUTCOMES THROUGH IPA LEARNING IN CLASS IV SDN 8 TILONGKABILA BONEBOLANGO REGENCY. European Journal of Humanities and Educational Advancements (EJHEA), 2(11), 131–134.
Fensham, P. J. (2006). Humanistic science education: moves from within and challenges from without. Proceedings of XII IOSTE Symposium, 30 July - 4 August 2006, Penang Grand Plaza Parkroyal Beach Resort, Penang., August.
Fereidouni, H., Omidi, A., & Tamannaeifar, S. (2019). Research Paper: The Effectiveness of Choice Theory Education on Happiness and Self-esteem in University Students. Practice in Clinical Psychology, 7(3), 207–214.
Firdaus, F. A., & Mariyat, A. (2017). Humanistic Approach In Education According to Paulo Freire. At-Ta’dib, 12(2).
Gabriel, E., & Matthews, L. (2011). Choice Theory: An Effective Approach to Classroom Discipline and Management. The Journal of Adventist Education.
Gasong, D., & Toding, A. (2020). Effectiveness of Humanistic Learning Models on Intra and Interpersonal Intelligence. Utopía y Praxis Latinoamericana, 25(6).
Griethuijsen, R. A. L. F. Van, Eijck, M. W. Van, Haste, H., Brok, P. J. Den, Skinner, N. C., Mansour, N., Gencer, A. S., & Boujaoude, S. (2014). Global Patterns in Students ’ Views of Science and Interest in Science. Research In, 45(4). https://doi.org/10.1007/s11165-014-9438-6
Hanrahan, M. (2002). Learning Science : Revisiting Humanist Dimensions of Intellectual Engagement. ASERA Conference, Townsville, 1–14.
Hernadi, Firdaus, R., & Rusmianto, N. E. (2023). Effectiveness of Humanistic Approach Assisted by Learning Media to Increase Motivation Student Learning in MTS Darul Huffaz Pesawaran. Jurnal Teknologi Pendidikan: Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(3), 530–537.
Holbrook, J. (2010). Education through science as a motivational innovation for science education for all. Science Education International, 21(2), 80–91.
Ioannidou, O., & Erduran, S. (2022). Policymakers ’ Views of Future-Oriented Skills in Science Education. 7(June), 1–15. https://doi.org/10.3389/feduc.2022.910128
Jilani, G., Yang, G., & Siddique, I. (2021). Corporate social responsibility and pro-environmental behavior of the individuals from the perspective of protection motivation theory. Sustainability (Switzerland), 13(23). https://doi.org/10.3390/su132313406
Khatib, M., Sarem, S. N., & Hamidi, H. (2013). Humanistic Education : Concerns , Implications and Applications. Journal of Language Teaching and Research, 4(1), 45–51. https://doi.org/10.4304/jltr.4.1.45-51
Kola, A. J. (2014). Importance of Science Education to National Development and Problems Militating Against Its Development. American Journal of Educational Research, 1(7). https://doi.org/10.12691/education-1-7-2
Kumar, A. A. (2023). Perspective Chapter: Emotive Cognition Strategies on Enhancing Meaningful Learning among Undergraduate Student-Teachers. In D. Ortega-Sánchez & K. K. M. Stavropoulos (Eds.), Education Annual Volume 2023. IntechOpen Book.
Kumar, A. A., & Chellamani, K. (2020). Effect of Emotive Cognition Strategies on Enhancing Meaningful Learning. International Journal of Education, 9(1).
Lavoué, E., Kazemitabar, M., Doleck, T., & Lajoie, S. P. (2020). Towards emotion awareness tools to support emotion and appraisal regulation in academic contexts. Educational Technology Research and Development, 68(1), 269–292. https://doi.org/10.1007/s11423-019-09688-x
Membiela, P., González, A., Acosta, K., & Yebra, M. A. (2023). Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students. Science Education, 104(4), 939–963. https://doi.org/10.1002/sce.21793
Morgenroth, O., Keck, M., & Gensicke, M. (2021). Time will tell: Time perspective as a source for metacognitive emotion-focused coping and its measurement. Personality and Individual Differences, 168. https://doi.org/10.1016/j.paid.2020.110367
Novianti, S., Sari, L. Y., & Afza, A. (2022). Factors Caused Difficulty in Learning IPA for Students. Journal of Biology Education Research, 3(2), 50–59.
Nuwangi, P. P. (2022). Pengaruh Pembelajaran Berbasis Future Workshop terhadap Anticipatory Competency dan Intensi Prolingkungan Siswa Sekolah Menengah Atas dalam Isu Perubahan Iklim [Indonesia University of Education]. http://repository.upi.edu/80748/
Ojala, M. (2012a). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642. https://doi.org/10.1080/13504622.2011.637157
Ojala, M. (2012b). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? International Journal of Environmental & Science Education, 7(4), 537–561. https://doi.org/10.4018/978-1-59904-945-8.ch070
Ojala, M. (2013). Coping with climate change among adolescents: Implications for subjective well-being and environmental engagement. Sustainability (Switzerland), 5(5), 2191–2209. https://doi.org/10.3390/su5052191
Ojala, M. (2015). Hope in the Face of Climate Change: Associations with Environmental Engagement and Student Perceptions of Teachers Emotion Communication Style and Future Orientation. Journal of Environmental Education, 46(3), 133–148. https://doi.org/10.1080/00958964.2015.1021662
Ojala, M. (2017). Hope and anticipation in education for a sustainable future. Futures, 94, 76–84. https://doi.org/10.1016/j.futures.2016.10.004
Othman, M., Cyril, N., Mangao, D. D., & Ng, K. T. (2022). Southeast Asian Students ’ Perspective in Science and Science Education. DINAMIKA Jurnal Ilmiah Pendidikan Dasar, 14(2).
Platt, J. (2018). How far does Choice Theory Succeed , Within Classics , as a Form of Differentiation in the Classroom ? The Journal of Classics Teaching, 19(37).
Potvin, P., & Hasni, A. (2014). Studies in Science Education Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1). https://doi.org/10.1080/03057267.2014.881626
R., S. P., Aryati, A., Yenni, T., Putri, S., Yanuarti, E., & Ahmal. (2023). Implementation of Humanistic Learning Theory in Islamic Religious Education Learning. Al-Ishlah: Jurnal Pendidikan, 15(2), 1850–1858. https://doi.org/10.35445/alishlah.v15i2.2211
Rebolledo-Mendez, G., & Huerta-Oacheco, N. S. (2021). Meta-Affective Behaviour within an Intelligent Tutoring System for Mathematics. International Journal of Artificial Intelligence in Education, 32, 174–195. https://doi.org/https://doi.org/10.1007/s40593-021-00247-1
Rohandi. (2017). Teaching and Learning Science: Students’ Perspective. International Journal of Indonesian Education and Teaching, 1(1), 16–31.
Rutherford, F. J. (1972). A Humanistic Approach To Science Teaching. NASSP Bulletin, 56(361), 53–62.
Santos, A. C., Simoes, C., Cefai, C., Freitas, E., & Arriaga, P. (2021). Emotion regulation and student engagement: Age and gender differences during adolescence. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101830
Sharifkhani, S., Zomorodi, S., & Ghodrati, S. (2020). Examining the effect of choice theory-based education on students ’ responsibility and procrastination. Journal of Advanced Pharmacy Education & Research, 70–75.
Sudarto. (2022). The advantages of humanistic science learning tools. International Journal of Trends in Mathematics Education Research, 5(3), 2021–2023.
Sudarto, & Aco, A. (2018). The Syntax of Humanist Learning Science Model Based Gender and Optimization of The Right Brain - The Left Brain Function of The Learners With the TIMSS/PISA Assessment Type The Syntax of Humanist Learning Science Model Based Gender and Optimization of The. 2nd International Conference on Statistics, Mathematics, Teaching, and Research.
Sukmadinata, N. (2010). Pengembangan Kurikulum: Teori dan Praktik. PT Remaja Rosdakarya.
Suntoro, R., Mauli, B., Bustam, R., & Dahlan, U. A. (2021). The Humanistic Learning Theory as a Learning Approach in Overcoming Students Psychological Problems During the Covid- 19 Pandemic. Proceeding ICHELSS 2021, March 25-27, Jakarta, Indonesia, 137–148.
Susrawan, I. N. A., Sutajaya, I. M., & Suja, I. W. (2023). Humanistic education in language learning. International Journal of Applied Science and Sustainable Development, 5(2), 30–37.
T, J. G., G, M. A., A, S. S., Rebecca, O., & R, O. E. (2024). Harnessing Science Education for Future Transformation in Nigeria. Educational Perspectives, 12(1), 255–267.
Taber, K. S. (2017). Reflecting the Nature of Science in Science Education. In K. S. Taber & B. Akpan (Eds.), Science Education: An International Course Companion (pp. 23–37). SensePublishers Rotterndam.
Thomas, A. R., Maike, G., Donker, M., Bieleke, M., Caltabiano, A., & Mainhard, T. (2023). Control, anxiety and test performance: Self-reported and physiological indicators of anxiety as mediators. British Journal of Educational Psychology, 93(1), 72–89. https://doi.org/10.1111/bjep.12536
Tracy, C. B., Driessen, E. P., Beatty, A. E., Lamb, T., Pruett, J. E., Botello, J. D., Brittain, C., Ford, Í. C., Josefson, C. C., Klabacka, R. L., Smith, T., Steele, A., Zhong, M., Bowling, S., Dixon, L., & Ballen, C. J. (2022). Why Students Struggle in Undergraduate Biology: Sources and Solutions. CBE—Life Sciences Education, 21(48), 1–14. https://doi.org/10.1187/cbe.21-09-0289
Widyastuti, I., Supriadi, D., Fitriana, A., Prakoso, A. H., Prasetyo, E. E., Nugraha, B. P. S. P., & Guslina, L. (2020). Affective-Humanistic Approach in Online Learning Practices. International Conference on Technology, Education, and Science (InCoTES), 152–155.
Yang, Q., Bos, K. Van Den, & Li, Y. (2021). Intolerance of uncertainty, future time perspective, and self-control. Personality and Individual Differences, 177.
Zahrotin, A. (2021). DEVELOPMENT OF INTEGRATED SCIENCE LEARNING INSTRUMENTS. Jurnal Pena Sains, 8(1). https://doi.org/10.21107/jps.v8i1.10104
Zidny, R., & Eilks, I. (2022). Learning about Pesticide Use Adapted from Ethnoscience as a Contribution to Green and Sustainable Chemistry Education. Education Sciences, 12(4).
