Tren Pembelajaran Konsep Mengapung dan Tenggelam di Sekolah Dasar: A Systematic Literature Review
Abstract
The concepts of floating and sinking are among the science topics in elementary schools that often lead to students’ misconceptions because they are closely related to the understanding of density and buoyancy concepts. This study aims to analyze trends in learning methods used for teaching floating and sinking concepts in elementary schools and to examine their effectiveness in improving students’ conceptual understanding. This study employed a Systematic Literature Review (SLR) method using the PRISMA approach through the analysis of scientific articles published between 2015 and 2025 obtained from Google Scholar and Scopus databases. Based on the identification, screening, and selection process, 10 relevant articles related to science learning in elementary schools were selected. The findings indicate that hands-on experiments and inquiry learning are the most dominant and effective learning methods in enhancing students’ understanding of floating and sinking concepts. In addition, various innovative approaches such as STEAM, ethnoscience-based learning, haptic simulation, density-based learning, and instructional media also contribute to improving critical thinking skills, creativity, observational abilities, and reducing students’ misconceptions. Therefore, learning about floating and sinking concepts will be more effective when supported by active learning methods, direct experiences, innovative media, and contextual approaches aligned with elementary school students’ characteristics.
References
Chi, M. T., Roscoe, R. D., Slotta, J. D., Roy, M., & Chase, C. C. (2012). Misconceived causal explanations for emergent processes. Cognitive science, 36(1), 1-61.
Couso, D., & López-gay, R. (2025). Studies in Science Education Exploring the phenomena of floating and sinking in science education literature : a systematic review. Studies in Science Education, 00(00), 1–30. https://doi.org/10.1080/03057267.2025.2460927
Dedeng. (2022). Meningkatkan Pemahaman Siswa Kelas IV SDN Kuluk Leleng Kecamatan Marikit Kabupaten Katingan Dalam Pelajaran Benda Terapung, Melayang dan Tenggelam Melalui Penggunaan Metode Eksperimen Tahun Pelajaran 2021/2022. Meretas : Jurnal Ilmu Pendidikan, 9, 9–20.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.
Hariyati, N., Putri, R. F., Nuraeni, N., Uyun, N. W., Nurmalasari, Y., & Irwan, M. (2024). Application of STEAM Approach in Improving Science Process Skills With Lesson Study Pattern in SD Unggulan Hamzanwadi. IJE: Interdisciplinary Journal of Education, 2(1), 28-36.
Juwariyah, N. (2024). Institut Agama Islam Ngawi, Indonesia 4 Ariq Nurjannah Irbah, Institut Agama Islam Ngawi, Indonesia 5 Ucik Hidayah Binsa, Institut Agama Islam Ngawi, Indonesia. 2, 92–100.
Melayang, T., Ayub, S., Ramdani, A., Nyoman, N., Putu, S., & Zuhdi, M. (2019). Jurnal Penelitian Pendidikan IPA Model Pembelajaran Yang Berorientasi Pada Siswa ( Pada Konsep Terapung ,. https://doi.org/10.29303/jppipa.v5i2.271
Miranti, H., Abdurrahman, A., & Ertikanto, C. (2018). Description of meta-analysis of science learning through inquiry model in improving students' science process skills. In International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia (Vol. 3, pp. 504-508). Sekolah Pascasarjana Universitas Pendidikan Indonesia.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, DG (2009). Item pelaporan yang disukai untuk tinjauan sistematis dan meta-analisis: Pernyataan PRISMA. Kedokteran PLoS, 6(7), e1000097.
OECD. (2023). PISA 2022 results: What students know and can do. OECD Publishing.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking skills and creativity, 31, 31-43.
Purtadi, S., Suyanta, S., & Rohaeti, E. (2023). Science Process Skills as Learning Outcomes in Inquiry-Based Learning: A Literature Review. Jurnal Penelitian Pendidikan IPA, 9(12), 1403-1414.
Rahmawati, Yuli, Elisabeth Taylor, Peter Charles Taylor, Achmad Ridwan, and Alin Mardiah. "Students’ engagement in education as sustainability: implementing an ethical dilemma-STEAM teaching model in chemistry learning." Sustainability 14, no. 6 (2022): 3554.Chen, S. T., Borland, D., Russo, M., Grady, R., & Minogue, J. (n.d.). ASPECT : Sinking and Floating Haptics for Elementary School Students. 405–406.
Sabaryati, J., Utami, L. S., Hasanah, A. W., & Viridi, and S. (2021). Viewing buoyant force as an application of principle of minimum potential energy Viewing buoyant force as an application of principle of minimum potential energy. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1816/1/012110
Schwichow, M. (2024). Teaching and learning floating and sinking : A meta-analysis. September 2023, 487–516. https://doi.org/10.1002/tea.21909
Solihin, A., Choirunnisa, N. L., Pendidikan, S., Sekolah, G., & Surabaya, U. N. (2024). Eksplorasi Etnosains Monumen Kapal Selam Surabaya Sebagai Sumber Belajar IPAS Sekolah Dasar. 10(2), 137–148.
Syahrial, A., Busyairi, A., & Handayani, E. P. (2023). Penguasaan Konsep Kapal Selam melalui Kit IPA Kafah di Sekolah Dasar. 9(1), 209–218.
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of planning education and research, 39(1), 93-112.
Zoupidis, A., Spyrtou, A., & Pnevmatikos, D. (2021). Teaching and Learning Floating and Sinking : Didactic Transformation in a Density-Based Approach. 1–18.
