Synthesized Research on Computer Modeling in Science Education: Addressing Pedagogical Challenges and Implementation Barriers

Supriyadi Supriyadi, Andi Suhandi*, Achmad Samsudin, Agus Setiawan, Irwan Muhammad Ridwan, Andriyanto Andriyanto

Abstract


This systematic literature review investigates the role of computer modeling in science education with the objective of synthesizing its effectiveness in enhancing students' understanding of complex scientific concepts and providing actionable recommendations for pedagogical and policy improvements. The study employs a systematic approach to analyze 27 peer-reviewed articles published between 2019 and 2023, sourced from the Scopus database. Through this review, it is evident that computer modeling facilitates the visualization of abstract phenomena, such as molecular changes and planetary movements, which are otherwise challenging to observe in traditional classroom settings. Furthermore, the findings demonstrate that computer simulations positively impact student engagement and motivation, leading to increased interest, participation, and critical thinking skills in science subjects. However, several challenges persist, including teacher skill gaps, insufficient technological infrastructure, and an over-reliance on virtual experiences, which limit the broader implementation of this innovative tool. This review concludes that addressing these barriers is crucial to maximizing the potential of computer modeling in science education. The insights derived from this study serve as valuable guidelines for educators and policymakers to effectively integrate computer modeling into science curricula, thereby advancing both teaching practices and student learning outcomes. This study concludes with actionable policy recommendations, including teacher training, infrastructure development, and curriculum integration, to address pedagogical challenges and technological barriers


Keywords


computer modeling; science education; systematic review; simulations; student engagement

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References


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DOI: https://doi.org/10.24815/jpsi.v13i1.42608

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