Misconceptions in Elementary School IPAS Learning: A Systematic Literature Review of Forms, Causes, and Remediation Strategies
DOI:
https://doi.org/10.59329/gawi.v6i2.336Keywords:
elementary education, IPAS, misconceptions, PRISMA, systematic literature reviewAbstract
Misconceptions in Integrated Natural and Social Sciences (IPAS) learning remain a significant challenge to elementary school students' conceptual understanding. Previous studies have primarily examined misconceptions in specific topics or developed diagnostic instruments, while comprehensive evidence synthesizing their characteristics, causes, diagnostic approaches, and instructional interventions remains limited. This study aimed to systematically synthesize empirical evidence on misconceptions in elementary IPAS learning. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. The literature search was conducted on June 15-20, 2026, using Google Scholar through Publish or Perish. The search used the Boolean string ("misconception" OR "misconceptions") AND ("IPAS" OR "integrated science") AND ("elementary school" OR "primary school"). Eligible studies were peer-reviewed journal articles published between 2021 and 2026, written in Indonesian or English, available in full text, and focused on misconceptions in elementary IPAS or science learning. Fourteen studies met the inclusion criteria and were synthesized using thematic synthesis. The findings identified five major themes: characteristics of misconceptions, contributing factors, diagnostic instruments, intervention strategies, and evidence of intervention effectiveness. Misconceptions were primarily associated with inaccurate prior knowledge, learning resources, and instructional practices. Four-tier diagnostic tests were the most frequently used assessment tools, while conceptual change, inquiry-based learning, and instructional media were the most recommended interventions. This review provides evidence-based recommendations for identifying and addressing misconceptions and offers practical guidance for improving conceptual understanding in elementary IPAS learning.
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