Analysis of the Mangrove Forest Area's Ecological Function Collapse Caused by Coal Power Plant in Teluk Sepang, Bengkulu

Abstract

Background: Science education at the junior high school level often faces challenges related to students’ limited understanding, low learning interest, and passive participation resulting from conventional teaching approaches.

Research Gap: Although various instructional methods have been implemented in science education, limited attention has been given to understanding how teaching methods and students’ learning interests jointly contribute to the development of basic science skills.

Novelty: This study provides an integrated conceptual analysis of instructional methods and learning interest as interconnected factors influencing students’ basic science skills, emphasizing the importance of aligning teaching strategies with learners’ characteristics and educational objectives.

Methods: This study employed a descriptive qualitative approach based on a literature review of scholarly publications obtained from Google Scholar, electronic libraries, and relevant online and printed sources. Data were analyzed through three stages: data reduction, data presentation, and conclusion drawing.

Results: The findings indicate that instructional methods and learning interest play important roles in developing students’ basic science skills. Experimental, discussion, demonstration, and inquiry-discovery methods support learning outcomes when appropriately adapted to students’ characteristics, learning objectives, material complexity, and instructional time. Furthermore, strong learning interest promotes motivation, active participation, and science process skills.

Conclusion: Appropriate instructional methods combined with strong learning interest contribute to the development of junior high school students’ basic science competencies. Teachers should implement engaging, student-centered strategies that accommodate individual learning needs and strengthen conceptual understanding.