SYSTEMATIC LITERATURE REVIEW: THE EFFECTIVENESS OF THE SELF-ORGANIZED LEARNING ENVIRONMENT (SOLE) MODEL IN SCIENCE EDUCATION

Gilang Putri; Irwandani Irwandani; Nur Hidayah

doi:10.26740/jppipa.v10n1.p1-11

Authors

Gilang Putri Universitas Islam Negeri Raden Intan Lampung
Irwandani Irwandani Universitas Islam Negeri Raden Intan Lampung
Nur Hidayah Universitas Islam Negeri Raden Intan Lampung

DOI:

https://doi.org/10.26740/jppipa.v10n1.p1-11

Keywords:

Effectiveness, Science Education, Learning Model, Self-organized Learning Environment

Abstract

This study aimed to evaluate the effectiveness of the Self-Organized Learning Environment (SOLE) model in science education. The method used is a SLR based on the PRISMA guidelines, combined with a thematic approach. Data were analyzed from articles indexed in the Scopus and Sinta databases. The analysis results indicate a rising trend in the number of publications on the SOLE model, particularly in the field of chemistry, during the period from 2020 to 2024. Several frequently cited authors, including Sri Suciati and Dewi Sri Matovani, have made significant contributions to the development of this model. The main findings show that the implementation of the SOLE model effectively improves students’ science learning outcomes, including concept comprehension, learning motivation, academic achievement, and metacognitive skills. Based on these results, this study provides a strong foundation for the development and implementation of the SOLE learning model across various educational levels.

Author Biographies

Gilang Putri, Universitas Islam Negeri Raden Intan Lampung

Biology Education, Faculty of Tarbiyah and Teacher Training, Raden Intan State Islamic University of Lampung, Indonesia

Irwandani Irwandani, Universitas Islam Negeri Raden Intan Lampung

Physics Education, Faculty of Tarbiyah and Teacher Training, Raden Intan State Islamic University of Lampung, Indonesia

Nur Hidayah, Universitas Islam Negeri Raden Intan Lampung

Biology Education, Faculty of Tarbiyah and Teacher Training, Raden Intan State Islamic University of Lampung, Indonesia

References

Afifah, N., Irmawanty, I., & Anisa, A. (2024). Pengaruh model pembelajaran self organized learning environment (SOLE) berbantuan media video animasi terhadap hasil belajar IPA kelas V SD Inpres Pattallassang. Journal on Education, 6(4), 18452–18462. https://doi.org/10.31004/joe.v6i4.5799

Akbar, J. S., Dharmayanti, P. A., Nurhidayah, V. A., Lubis, S. I. S., Saputra, R., Sandy, W., Maulidiana, S., Setyaningrum, V., Lestari, L. P. S., & Ningrum, W. W. (2023). Model & Metode Pembelajaran Inovatif: Teori dan Panduan Praktis. Pt. Sonpedia Publishing Indonesia.

Alaagib, N. A., Musa, O. A., & Saeed, A. M. (2019). Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan. BMC Medical Education, 19, 1–8. https://doi.org/https://doi.org/10.1186/S12909-019-1799-0

Asi, A., Setiawan, D. G. E., & Uloli, R. (2024). Pengaruh penerapan model pembelajaran self organized learning environments terhadap hasil belajar siswa pada materi fluida kelas XI IPA 2. 14(2), 480–488. https://doi.org/https://doi.org/10.23887/jjpf.v14i2.85098

Bedir, H. (2019). Pre-service ELT teachers’ beliefs and perceptions on 21st century learning and innovation skills (4cs). Journal of Language and Linguistic Studies, 15(1), 231–246. https://doi.org/https://doi.org/10.17263/jlls.547718

Budyaningsih, I., & Fikroh, R. A. (2023). Self organized learning environments (SOLE) model based on blended learning for independence and students’ cognitive learning outcomes in acid-base material. Jurnal Penelitian Pendidikan IPA, 9(3), 1069–1075. https://doi.org/10.29303/jppipa.v9i3.1671

Chan, P. W., Anitra, R., & Hendriana, E. C. (2024). Pengaruh model pembelajaran SOLE (self organized learning environment) berbasis aplikasi Quizizz terhadap hasil belajar IPA siswa kelas V. Jurnal Ilmu Pendidikan, 6(2), 1783–1794. https://doi.org/https://doi.org/10.31004/edukatif.v6i2.6524

Dewi, P. S. (2016). Perspektif Guru sebagai implementasi pembelajaran inkuiri terbuka dan inkuiri terbimbing terhadap sikap ilmiah dalam pembelajaran sains. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 1(2), 179. https://doi.org/10.24042/tadris.v1i2.1066

Dzuhri, M. A., Amien, S., & Thoifah, I. (2025). Peran metode pembelajaran dalam mengembangkan keterampilan berpirkir kritis mahasiswa prodi pendidikan agama Islam. Riwayat: Educational Journal of History and Humanities, 8(1), 519–533. https://doi.org/https://doi.org/10.24815/jr.v8i1.44165

Fikri, M. I. (2022). Pengaruh model pembelajaran SOLE terhadap pengembangan keterampilan abad 21 pada siswa sekolah menengah atas (SMA). Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra …. https://journal.unpas.ac.id/index.php/literasi/article/view/4308

Fiorillo, L., & Mehta, V. (2024). Accelerating editorial processes in scientific journals: Leveraging AI for rapid manuscript review. Oral Oncology Reports, 10, 100511. https://doi.org/https://doi.org/10.1016/j.oor.2024.100511

Firdaus, F. M., Pratiwi, N. A., Riyani, S., & Utomo, J. (2021). Meningkatkan kemandirian belajar peserta didik sekolah dasar menggunakan model SOLE saat pandemi Covid-19. Foundation. https://journal.uny.ac.id/index.php/foundasia/article/view/37786

González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key Competences, education for sustainable development and strategies for the development of 21st century skills. a systematic literature review. Sustainability, 12(24), 10366. https://doi.org/https://doi.org/10.3390/su122410366

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (Prep 21): A Framework for enhancing collaborative problem-solving and strategic learning skills. Teachers And Teaching, 23(1), 25–41. https://doi.org/https://doi.org/10.1080/13540602.2016.1203772

Ina Faizatul Chusna, Irma Nur Aini, Kinanti Amira Putri, M. C. E. (2024). Literatur review: Urgensi keterampilan abad 21 pada peserta didik. Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan, 4(5), 0–4. https://doi.org/10.17977/um065.v4.i4.2024.1

Joice Ester Raranta. (2022). Strategi peningkatan managemen pendidikan di masa pandemi Covid 19 menggunakan metode SOLE (self-organized learning environments). Journal of Innovation Research and Knowledge, 1(10). https://doi.org/https://doi.org/10.53625/jirk.v1i10.1812

Judrah, M., Arjum, A., Haeruddin, H., & Mustabsyirah, M. (2024). Peran guru pendidikan agama Islam dalam membangun karakter peserta didik upaya penguatan moral. Journal of Instructional and Development Researches, 4(1), 25–37. https://doi.org/https://doi.org/10.53621/jider.v4i1.282

Kurnia, Y., & Ikhsan, J. (2023). Pengaruh Model pembelajaran self-organized learning environment (SOLE) terhadap sikap ilmiah dan hasil belajar kognitif peserta didik pada materi koloid SMA/MA. Jurnal Penelitian Pendidikan IPA, 9(11), 9307–9312. https://doi.org/10.29303/jppipa.v9i11.5277

Lukman. (2016). Pelatihan Penulisan Artikel Ilmiah Nasional Kementerian Riset Teknologi Dan Pendidikan Tinggi 2016.

Marlina, D. (2021). Penerapan model pembelajaran SOLE (self-organized learning environments) berbasis daring untuk meningkatkan hasil belajar IPA SD. Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar. 4(2), 70-78. https://doi.org/10.33603/caruban.v4i2.5319

Matovani, D. S., Istiningsih, S., & Khair, B. N. (2022). Pengaruh model pembelajaran SOLE (self-organized learning environment) menggunakan media quiziz terhadap pemahaman konsep. Journal Of Classroom Action Research, 4(4), 139–145. https://doi.org/10.29303/jcar.v4i4.2231

Nabukeera, M. S. (2018). The Role of a Teacher in Developing and Implementing a Holistic Model in Youth Personality Development at Higher Education.

Niode, N., Zakaria, P., & Resmawan, R. (2022). Implementasi model pembelajaran self-organized learning environment untuk meningkatkan kemampuan berpikir kritis matematis. Indiktika : Jurnal Inovasi Pendidikan Matematika, 4(2), 62–75. https://doi.org/10.31851/indiktika.v4i2.7615

Pardede, P. (2020). Integrating the 4cs into EFL Integrated Skills Learning. 6(February), 71–85. https://doi.org/https://doi.org/10.33541/jet.v6i1.190

Redhana, I. W. (2019). Mengembangkan keterampilan abad ke-21 dalam pembelajaran kimia. Jurnal Inovasi Pendidikan Kimia, 13(1). https://doi.org/https://doi.org/10.15294/jipk.v13i1.17824

Sari, S. K., & Erwin, E. (2022). Pengaruh model pembelajaran SOLE berbantuan media audio visual dalam meningkatkan motivasi dan prestasi belajar IPA kelas III. Jurnal Basicedu. https://jbasic.org/index.php/basicedu/article/view/3313

Satriani, A., Umar, U., & Fahlia, F. (2022). The effect of self-organized learning environments (SOLE) approach on student’s learning motivation and achievement in history lessons. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 10(3), 776. https://doi.org/10.33394/j-ps.v10i3.5696

Selçuk, A. A. (2019). A guide for systematic reviews: Prisma. Turkish Archives of Otorhinolaryngology, 57(1), 57–58. https://doi.org/10.5152/tao.2019.4058

Setiawan, A., Pujayanto, P., & Fauzi, A. (2023). The impact of the self-organized learning environment model and the stad cooperative model on knowledge competency in terms of learning independence in dynamic. Jurnal Penelitian Pendidikan IPA. https://jppipa.unram.ac.id/index.php/jppipa/article/view/4522

Setyorini, H., Sari, N. K., & Sutrisno, T. (2022). Pengaruh model pembelajaran SOLE (self organized learning environments) terhadap prestasi belajar berbasis HOTS (high order thinking skills). Jurnal Riset Pendidikan Dasar …. scholar.archive.org. https://scholar.archive.org/work/jdlrnrz5wrak3moievhm7gccc4/access/wayback/http://jurnalnasional.ump.ac.id/index.php/jrpd/article/download/11357/pdf

Suciati, S. (2021). Penerapan model pembelajaran self-organized learning environments (SOLE) untuk meningkatkan pemahaman materi polimer. Ideguru: Jurnal Karya Ilmiah Guru, 6(3), 321–328. https://doi.org/10.51169/ideguru.v6i3.290

Suniati, N. M. S., Sadia, I. W., & Suhandana, G. A. (2013). Pengaruh implementasi pembelajaran kontekstual berbantuan multimedia interaktif tehadap penurunan miskonsepsi (studi kuasi eksperimen dalam pembelajaran cahaya dan alat optik di SMP Negeri 2 Amlapura). Jurnal Administrasi Pendidikan Indonesia, 4(1). https://doi.org/https://doi.org/10.23887/japi.v4i1.1019

Suryanda, A., Sartono, N., & Reyhanah, R. (2023). The influence of the sole learning model on the environmental literacy of high school students. JPBIO (Jurnal Pendidikan Biologi), 8(2), 234–247. https://doi.org/10.31932/jpbio.v8i2.2576

Tsamago, H., & Bayaga, A. (2023). The effect of self-organized learning environments (SOLES) pedagogy on the different aspects of learners’ metacognitive skills in the physical sciences classroom. Heliyon, 9(10), E20896. https://doi.org/10.1016/j.heliyon.2023.e20896