INTEGRATING EPISTEMIC COMPETENCE, SCIENTIFIC ARGUMENTATION, AND CRITICAL THINKING: A SYSTEMATIC REVIEW TOWARD EVIDENCE-BASED SCIENCE LEARNING

Tariza Fairuz, Doni Irawan Saragih, Nadia Mubarokah, Sri Masnita Pardosi

Abstract


Epistemic competence, scientific argumentation, and critical thinking are considered key components in the development of evidence-based competence in science learning. However, research on these constructs is often fragmented and rarely examined in an integrated framework. Therefore, this study aims to analyze the relationship between epistemic competence, scientific argumentation, and critical thinking in the science education literature. This study employed a Systematic Literature Review following the PRISMA 2020 guidelines. Articles were identified through Google Scholar using the Publish or Perish software for publications between 2020 and 2026. Based on predetermined inclusion and exclusion criteria, sixteen empirical studies were selected and analyzed through thematic synthesis. The results indicate consistent patterns showing that scientific argumentation functions as a pedagogical mechanism connecting epistemic competence and critical thinking. Epistemic competence influences how students establish standards for knowledge justification, while argumentation practices provide opportunities to evaluate evidence and construct claims based on reasoning. These interactions collectively support the development of students’ evidence-based competence in science learning. This study highlights the importance of integrating epistemic, argumentative, and critical thinking dimensions within a unified framework to strengthen students’ scientific reasoning and science literacy.


Keywords


epistemic competence; scientific argumentation; critical thinking; science education; evidence-based competence; systematic literature review

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i4.10296

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