Transforming Elementary Science Learning: Synergistic Integration of Models, Methods, and Media for Sustainable Impact
Keywords:
science education, elementary school, pedagogical integration, Self-Determination Theory, Universal Design for LearningAbstract
This study analyzes the synergistic integration of learning models, methods, and media in transforming science education at the elementary school level (SD/MI) and formulates a conceptual framework for ensuring sustainable impact in line with the spirit of the Merdeka Curriculum. The study employed a qualitative literature review through thematic synthesis and narrative analysis of five studies that were examined in depth to identify patterns of pedagogical integration in elementary science learning. The analysis was grounded in Self-Determination Theory (SDT) and Universal Design for Learning (UDL). The findings confirm that alignment among these three pedagogical dimensions produces measurable multidimensional impacts: students' understanding of abstract concepts improved significantly, with average N-Gain scores ranging from 0.65 to 0.78; intrinsic motivation increased by up to 45%; and science process skills and digital literacy developed inclusively. SDT explains the psychological mechanisms underlying these outcomes through the simultaneous fulfillment of students' needs for autonomy, competence, and relatedness, while UDL validates the effectiveness of multimodal design in minimizing extraneous cognitive load and accommodating diverse learning profiles. The findings indicate that instructional fragmentation remains a major barrier to scientific literacy, whereas intentional integration transforms classrooms into participatory micro-laboratories of inquiry. The study recommends strengthening teachers' competence through TPACK-UDL-based training, developing adaptive offline-first media, shifting assessment toward authentic evaluation, and conducting longitudinal experimental studies to test the robustness of the conceptual framework across heterogeneous school contexts. Ultimately, impactful transformation in elementary science education requires holistic pedagogical engineering that integrates cognitive optimization with the sustainable fulfillment of students' psychological needs.
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