ANALYSIS OF TRENDS AND INNOVATIONS IN SCIENCE LEARNING MEDIA ON THE TOPIC OF EARTH STRUCTURE (2020-2026): A LITERATURE REVIEW

Libna Sahlatul Mufidah, Imroatun Nadifah, Nisa'ul Mutoharoh, Seto Ari Wibowo, Sabar Nurohman, Didik Setyawarno

Abstract


21st-century education requires the integration of technology in science learning to overcome misconceptions regarding Earth's structure, which reach 55–64% among junior high school students. This research aims to analyze innovation trends in learning media and examine the characteristics, advantages, and challenges of their implementation. The method used is a Systematic Literature Review (SLR) following PRISMA guidelines to ensure transparency and quality in data synthesis. The results show a transformation of media toward interactive, immersive, and data-driven technologies that offer three-dimensional visualization and experiential learning. Simulation-based media and Virtual Reality (VR) dominate due to their advantages in supporting spatial inquiry and analysis, despite cost constraints and the risk of cybersickness. Meanwhile, video and animation remain relevant as foundational tools for conceptual understanding to avoid cognitive overload. This study concludes that the effectiveness of media depends on the integration of active learning strategies aligned with digital literacy and subject matter characteristics. This review provides comprehensive references to optimize science learning and minimize student misconceptions about Earth's structure.


Keywords


Learning Media; Structure of the Earth; Systematic Literature Review; Technological Innovation; Science.

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i4.10600

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