TRENDS AND EFFECTIVENESS OF THE CONCEPT ATTAINMENT MODEL IN EDUCATION: A SYSTEMATIC REVIEW (2020 TO 2024)

Abstract

The movement toward instruction that builds conceptual reasoning rather than memorisation has renewed interest in the Concept Attainment Model (CAM), yet recent evidence on the model remains scattered across databases and contexts. This review maps emerging trends and evaluates the effectiveness of CAM in education between 2020 and 2024. Following the PRISMA protocol combined with bibliometric and content analysis, 2,180 records retrieved from Scopus, SINTA, and Google Scholar were screened and 45 studies met the inclusion criteria. Publication activity rose across the period and peaked in 2022, with the strongest implementation in secondary level mathematics and science. Quantitative experimental designs dominated (60.0%), followed by classroom action research (17.8%) and research and development studies (15.6%). Reported outcomes included gains in conceptual understanding (82.2%), critical and creative thinking (66.7%), academic achievement (60.0%), and engagement (55.6%). Studies combining CAM with digital platforms, blended formats, or worksheet based scaffolding covered less than a quarter of the corpus. The findings position CAM as a mature yet still developing model whose reach can be extended through methodological diversification and hybrid designs in technology responsive environments.