Science process skills in science learning: A current systematic review

Dayang Rosnah Mataip; Nur Farha Shaafi; Asmaa Al-Saqqaf; Lay Yoon Fah

doi:10.51200/jpp.v14i1.7376

Authors

Dayang Rosnah Mataip Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
Nur Farha Shaafi Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
Asmaa Al-Saqqaf Center for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
Lay Yoon Fah Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

DOI:

https://doi.org/10.51200/jpp.v14i1.7376

Keywords:

science process skills, primary school students, science learning, systematic literature review

Abstract

A mastery of scientific process skills is a crucial foundation for developing scientific thinking and supporting 21st-century learning. This study employs a Systematic Literature Review (SLR) to examine the level of science process skills in science learning among primary school students in Malaysia. The SLR process involved four main steps: setting the objectives, searching for articles from databases such as Web of Science (WOS), Pro Quest, and ERIC, selecting relevant studies, and conducting a critical analysis of the findings. A total of 20 articles published between 2020 and 2025 were analyzed. The findings reveal that students’ mastery of basic science process skills is at a moderate level, whereas their integrated science process skills remain low. Although students demonstrated a positive interest in inquiry-based learning activities, several challenges persist, including teachers’ pedagogical constraints, limited teaching resources, and a lack of student-centred approaches. These findings highlight the need for focused intervention strategies that foster the holistic development of science process skills through creative, interactive, and contextual teaching methods. This study provides valuable insights for educators, researchers, and policymakers in designing science education interventions, thereby supporting the transformation of primary school learning towards a more innovative and competitive direction.

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