Research Trends and Intervention Gaps in Students’ Science Process Skills and Self-Regulated Learning
DOI:
https://doi.org/10.33751/jsep.v10i1.37Keywords:
Bibliometric Analysis, Systematic Literature Review, Science Process Skills, Self-Regulated LearningAbstract
Background: Science education aims to develop both Science Process Skills(SPS) and Self-Regulated Learning (SRL). However, empirical studies indicatethat both competencies remain under-developed at the senior secondary level. Thisstudy aims to examine research trends, intervention patterns, and research gapsregarding SPS and SRL from 2015 to 2025.
Methods: This study utilized bibliometric analysis and a Systematic Literature Review (SLR). Data were retrieved from the Scopus database and analyzed using VOSviewer software and the PRISMA framework. Following rigorous screening and eligibility assessments, 14 SPS articles and 11 SRL articles were selected for comprehensive review.
Results: Bibliometric mappings reveal that SPS research is predominantly linked with scientific thinking, inquiry, and local wisdom, whereas SRL research is strongly connected to metacognition, feedback, and assessment practices. Literature analysis indicates that SPS interventions mostly employ inquiry-, project-, problem-, and contextual learning approaches, while SRL interventions consistently rely on assessment-oriented practices. Notably, a significant disconnect and lack of integration between SPS and SRL was found across the reviewed literature.
Conclusion: The limited integration of SPS and SRL highlights a critical research gap and an opportunity to develop science learning interventions that bridge scientific inquiry with students' learning regulation. Within this context, Assessment for Learning (AfL) offers a promising framework to simultaneously foster both SPS and SRL at the senior secondary level, specifically through self-assessment, individualized teacher feedback, and structured opportunities for revision.
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