EDUSAINS is a journal publishing research in natural science education, biology education, physics education, and chemistry education. It is published by the Departement of Natural Science Education, Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta, in partnership with Center for Science Education (CSE).
Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul
Trends in the development and use of interactive multimedia for physics learning: a systematic literature review
While research on interactive multimedia in physics education is abundant, a systematic review of its development and implementation trends remains scarce. This study aims to address this gap by investigating these trends through a Systematic Literature Review (SLR) with the PRISMA stages using bibliometric analysis. A total of 32 scientific articles from 2016–2025 were selected based on the Scopus (Q1–Q4) and SINTA (1–3) indexes to ensure quality and reliability. The results of the study show that the use of interactive multimedia fluctuates, with a significant spike in 2020 due to the COVID-19 pandemic which encouraged online learning. The impact of the use of interactive multimedia in physics learning is very diverse, along with the development of technology that allows for increasingly sophisticated and varied multimedia designs. The most widely studied physics topic is mechanics, given its role as a basis for understanding other physics topics. The implications of this study indicate that SLR research is capable of providing an up-to-date mapping of the development of interactive multimedia in physics learning while revealing research gaps, particularly the limited integration of artificial intelligence (AI) and testing of the effectiveness of multimedia implementation, as well as the lack of research studies using interactive multimedia in physics subjects such as temperature-heat and momentum-impulse.
Copyright (c) 2026 Jamiatul Ummah, Sutopo, Nandang Mufti, Musbau Dogo Abdulrahaman https://creativecommons.org/licenses/by-sa/4.0
Improving nutrition literacy skills of prospective chemistry teachers: implementing guided inquiry in food additives learning
The importance of integrating nutrional literacy into the competenceies of prospective chemistry teachers, which is directed at having knowledge about food, such as understanding various types of food that contain additives and forming healthy lifestyle habits. This study aims to investigate the implementation of guided inquiry in teaching about food additives and to examine its impact on prospective chemistry teachers’ nutrition literacy, thereby contributing to the design of effective educational interventions that connect academic knowledge with everyday health practices. A mixed-methods sequential explanatory approach was employed with the instruments of questionnaires, interviews, and N-Gain analysis of pretest-posttest to assess improvements in the nutrition literacy of prospective chemistry teachers. The sample of this research involved 30 sixth-semester students from the Chemistry Education Program at a university in Bandung. The results showed that prospective chemistry teachers demonstrated adequate knowledge of food composition and additives, the ability to manage a balanced diet, and positive attitudes toward healthy food consumption. The N-Gain analysis revealed a significant improvement, with an overall average of 0.72 (high category). Specifically, the high-achievement group achieved 0.78 (high), the low-achievement group 0.61 (high), and the moderate-achievement group 0.78 (moderate). Interview findings reinforced these results, revealing that prospective chemistry teachers were able to identify food types and nutritional values, distinguish between natural and synthetic additives, recognize the importance of safe consumption limits, and highlight challenges related to reporting hazardous additives and accessing foods with fewer additives. In conclusion, guided inquiry learning enhances academic ability with fostering active learning, deeper understanding, and higher-order thinking, so the results show increase prospective chemistry teachers’ nutrition literacy and equipping them with practical decision-making skills, making it a valuable educational intervention for fostering healthier lifestyles.
Copyright (c) 2026 Imelda Helsy, Muti Sabila Fadila, Riri Aisyah, M.Pd, Prof. Dr. Ida Farida Ch, M.Pd https://creativecommons.org/licenses/by-sa/4.0
Analysis of the low effectiveness of the Crocodile chemistry lab-assisted PBL model on students' problem-solving abilities and scientific attitudes
This study aims to analyze the effect of the Problem Based Learning (PBL) model assisted by the Crocodile Chemistry Lab (CCL) on students' problem-solving abilities and scientific attitudes in thermochemistry of materials. The research design used is quasi-experimental with a pretest–posttest control group pattern. The research instruments include a problem-solving ability test and a scientific attitude questionnaire that has been expert and empirically validated. The data were analyzed using MANOVA and followed by univariate tests. The research results indicate that the PBL-CCL model has a significant impact on students' problem-solving abilities and scientific attitudes. However, the relatively low partial eta squared values (3.7% and 5.7%) indicate that the model's contribution to the improvement of both variables is still in the small category. Further analysis indicates that the effectiveness of implementation is influenced by students' readiness to learn, variations in motivation, the less-than-optimal implementation of PBL syntax, limitations in equipment facilities, and students' preference for real experiments over digital simulations. This finding confirms that integrating PBL with virtual laboratories has positive potential, but its success is highly influenced by the overall readiness of the learning ecosystem.
Copyright (c) 2026 Danang Priyadi, Dr. Suwardi, S.Si., M.Si https://creativecommons.org/licenses/by-sa/4.0
Creative problem-solving based on local wisdom of Bengkulu community Repung system to enhance higher order thinking skills in science education
Higher order thinking skills (HOTS) among Indonesian students remain a challenge, as learners tend to engage in mechanical learning rather than develop critical, analytical, and creative thinking. The study aims to integrate a creative problem-solving model with the local wisdom of the Bengkulu Repung system to enhance students’ higher order thinking skills. A mixed-methods approach was employed, including a quasi-experimental design, questionnaires, and interviews. The sample consisted of 178 urban and 169 rural students, divided into experimental and control groups. Environmental topics were taught over six instructional sessions (12 hours). The assessment instruments comprised ten open-ended questions measuring analytical, evaluative, and creative dimensions. Data was analyzed using ANOVA and Structural Equation Modeling (SEM) with AMOS software. The ANOVA results revealed significant differences in thinking skills based on gender and school location (p < 0.05). The SEM model demonstrated that analytical skills influence evaluative skills, which in turn contribute to creative skills, with all variable relationships being statistically significant. The model provides both conceptual and practical foundations for developing learning interventions based on higher order thinking skills
Copyright (c) 2026 Yetty Trisnayanti, Miterianifa, Ahmad Khoiri, Ivoni Susanti https://creativecommons.org/licenses/by-sa/4.0
Diagnostic instruments for numeracy skills in chemistry learning: a development study Oriondo Antonio
This study aims to develop a valid and reliable diagnostic instrument to measure students' numeracy skills in the context of chemistry learning. The instrument development followed a systematic procedure based on the Oriondo & Antonio model, which includes the stages of planning, construction, validation, and revision. The instrument was designed based on numeracy indicators integrated with chemistry content, particularly on topics requiring quantitative understanding, such as reaction rates. Content validity was reviewed by chemistry and education experts, while empirical reliability testing was conducted using Rasch modelling. The analysis results showed that the instrument had an Aiken validity of 0.80 (valid category), item reliability of 0.88 (very good category), person reliability of 0.80 (good category), and Cronbach's alpha value of 0.75 (good category). These findings indicate that the developed instrument meets the criteria for validity and reliability and is capable of specifically identifying students' misconceptions and numeracy gaps. Therefore, this instrument has the potential to be used as an initial diagnostic tool in designing remedial or enrichment learning strategies in chemistry classes
Copyright (c) 2026 Suwahono Suwahono, Fina Sa’adah, Yulianingsih Yulianingsih https://creativecommons.org/licenses/by-sa/4.0
Integrating the Ken-duren tradition of Wonosalam into ethno-STEM based biodiversity module to improve students’ science literacy
This study aims to develop and evaluate the effectiveness of an Ethno-STEM-based biodiversity module integrated with the Ken-Duren Wonosalam tradition in improving the scientific literacy of tenth-grade high school students, employing a Research and Development (R&D) approach. The study follows the 4D model (Define, Design, Develop, Disseminate). The subjects were 15 tenth-grade students of Darul Ulum 1 Unggulan Jombang High School. Data was collected through three expert validations, consisting of one material expert, one media expert, and one education expert who evaluated the feasibility of the developed module. The validation results by two material experts and one media expert showed an average value of 3.79 with a "valid" category. The practicality test showed that the module was easy to use and implement in learning. The effectiveness test using the paired sample t-test produced a p-value <0.05 which indicated a significant difference between students' pretest and posttest results. The results indicate that the Ethno-STEM-based biodiversity module is associated with improved students’ scientific literacy, as reflected in the pretest–posttest gains. However, because the study employed a one-group pretest–posttest design, the findings should be interpreted cautiously. The integration of the Ken-Duren local tradition appears to support more contextual and meaningful learning, highlighting its potential contribution to science education.
Copyright (c) 2026 Rizki Yudha Sentika, Wisanti Wisanti, Pramita Yakub https://creativecommons.org/licenses/by-sa/4.0
The use of electronic modules based on socio-scientific issues to improve argumentation skills and Students' perceptions of biotechnology
Argumentation abilities can be developed using electronic modules based on socio-scientific issue themes in biotechnology materials. The purpose of this project is to gather data regarding the efficacy of using electronic modules centered on socio-scientific issues to enhance students' perceptions of biotechnology and their ability to argue. A quasi-experimental approach was taken in this investigation. The non-equivalent control group design is the research methodology employed. The sample consisted of 120 students from Class XII who were selected with the purposive sampling technique. The experimental group was taught using a socio-scientific issue-based electronic module integrated with a problem-based learning model, whole the control group received instruction using a conventional electronic module without socio-scientific issue integration. The findings demonstrated that there was a significant average difference in argumentation skills between the experimental and control classes. The results of the Mann-Whitney test on the value of argumentation skills indicate that there is a difference in the effectiveness of utilizing regular modules to increase students' argumentation abilities against electronic modules based on socio-scientific issue issues is 0.002 (2-tailed = 0.002) < (0.05). The findings indicated that the average difference between the experimental class and the control class was significant in students' perceptions of biotechnology. The findings demonstrated that students' perceptions of biotechnology differed significantly on average across the experimental and control classes. According to the results of the Mann-Whitney test on the value of students' perceptions of biotechnology, the effectiveness of using electronic modules based on socio-scientific issue issues differs from that of regular modules in terms of improving students' perceptions of biotechnology is 0.003 (2-tailed = 0.003) < (0.05). The N-Gain score requirements for enhancing students' reasoning skills through the use of electronic modules centered on socio-scientific issue topics.
Copyright (c) 2025 Fitri Husni Mardiyah, Widi Purwianingsih, Rini Solihat https://creativecommons.org/licenses/by-sa/4.0
Global trend of science and religion in educational research from 2015 to 2024: a scoping review
The history of the relationship between science and religion in education provides diverse dynamics; in recent years, the two have begun to be integrated constructively, including in the field of education, especially in natural sciences learning. This scoping review aims to identify the research trends in the natural sciences related to religion, including the contributions of the author's country, the topic of science learning, the area of religion, and the teaching methods used. Teaching methods are essential to present science and religion in the classroom. Documents were taken from data bases indexed by Scopus, ERIC, and WOS, with a total of 1844 from 2015 to 2024, which were then filtered into 55 documents by adapting the PRISMA method. The scoping review method is carried out by analyzing the content of each article. The analysis results show that the author's contributions to science and religion research in education are most significant in the UK, the US, and Indonesia. At the same time, this topic talks a lot about biology topics, especially evolutionary material in the area of Christianity. A method that is often used in teaching is discussion. Discussions are usually presented to share the arguments and views of students on religion and science. The presence of religion and science in learning also helps educators add value to the learning process.
Copyright (c) 2025 Zulfah, Edy Cahyono, Sutikno Madnasri, Dyah Rini Indriyanti, Saiful Ridlo, Effendi Effendi https://creativecommons.org/licenses/by-sa/4.0
Assessing the design thinking mindset among Islamic Senior High School students in digital technology physics topics
Design thinking has emerged as a critical 21st-century competence, yet it remains under-emphasised in Islamic schools, particularly Madrasah Aliyah (Islamic senior high schools). This study investigates the design-thinking mindset of Madrasah Aliyah students studying digital-technology-based physics concepts. Employing a descriptive-correlational design, we used descriptive statistics and Pearson/Spearman correlation analyses to examine relationships among five dimensions of design thinking: (1) Growth Mindset and Endurance, (2) Empathy and Human-Centred Design, (3) Teamwork and Diverse Perspectives, (4) Creativity and Problem-Solving through Prototyping, and (5) Curiosity and Learning Motivation. Data were gathered from 136 students using a validated 25-item questionnaire. Overall mindset levels ranged from moderate to high; Curiosity and Empathy recorded the highest scores, whereas Endurance ranked lowest. Gender- and grade-level comparisons revealed that female students exhibited significantly higher Endurance. Although the cross-sectional design limited insights into developmental trends, a significant negative correlation emerged between Endurance and the other dimensions. These findings highlight the need to balance resilience with curiosity, creativity, and empathy within a design-thinking framework and offer guidance for integrating digital technologies and design-thinking principles into physics instruction while respecting the madrasah cultural context. Future research could explore the impact of interactive digital physics simulations on the development of the five design-thinking dimensions among Madrasah Aliyah students.
Copyright (c) 2025 Indro Wicaksono, Sentot Kusairi, Parno Parno, Ahmad Taufiq https://creativecommons.org/licenses/by-sa/4.0
Analyzing the needs of teaching and learning content low carbon education at Junior High School in Indonesia
This study aims to identify the needs in the development of teaching materials on low carbon education, which is still rarely delivered at the VII grade secondary school level. This research uses the Mix Method. Quantitative data collection with a total of 100 respondents located in Bogor regency in the 2024/2025 academic year using assessment questions on the level of knowledge, low carbon competencies, and environmental care attitude questionnaire. Meanwhile, qualitative data were generated from observations of climate resilience based on the geographical location of the education unit. The results of this study show that students still need improvement in knowledge, low carbon competency, and environmental care attitude. The climate resilience analysis shows that the school conditions have the potential to implement learning that raises environmental issues to be used as topics in learning, and the use of social media. Therefore, the need for the development of teaching materials includes learning that contains videos or images, case studies with local issues, accompanied by group assignments that integrate social media as a medium for campaigns to protect the environment, so that it accommodates learning that forms an attitude of environmental care.
Copyright (c) 2025 Mutia Sri Rahayu https://creativecommons.org/licenses/by-sa/4.0
Implementation of a project-based worksheet using Aloe vera gel as a natural stabilizer in purple sweet potato ice cream to increase nutritional literacy
This study was motivated by the low level of nutritional literacy among students in obtaining, processing, and understanding information to make appropriate decisions regarding nutritional choices. The purpose of this study was to examine students' learning activities in analyzing nutritional literacy through the application of project-based worksheets, as well as to analyze the characteristics of purple sweet potato ice cream. The method used was a pre-experimental design with a one-group pretest-posttest design, involving 35 students from one school in Indonesia. The results showed that students' learning activities were very good, with an engagement rate of 88%. Students' nutritional literacy improved significantly, with an N-Gain value of 0.50, which falls into the moderate category. Additionally, the physical characteristics of purple sweet potato ice cream using aloe vera gel stabilizer and CMC met the standards of SNI No. 01-3713-1995. This study contributes to contextual science learning through the development of project-based worksheets that not only enhance students' nutritional literacy but also connect scientific knowledge with real-world practice through simple experimental activities.
Copyright (c) 2025 Sari Sari, Sylvania Wiendhy, Saepudin Rahmatullah, Brilliant Dwi Izzulhaq, Rizqy Nur Sholihat https://creativecommons.org/licenses/by-sa/4.0
Creating engaging chemistry lessons: PBL and cooperative learning strategies to combat student boredom in secondary education
Learning difficulties often hinder students from reaching their academic potential, one of which is caused by boredom during the learning process. This boredom can occur if the teaching methods applied are not sufficiently engaging or relevant to the students. This study aims to explore the implementation of Project-Based Learning (PjBL) and Cooperative Learning models used by chemistry teachers to overcome learning difficulties among 10th-grade students at Madrasah Pembangunan. The research approach used in this study is qualitative with a case study design, in which data were collected through in-depth interviews, classroom observations, and documentation. The results indicate Project-Based Learning (PjBL) and Cooperative Learning models can overcome student difficulties in learning chemistry concepts when combining with differentiated instruction and linking learning to real-life issues. The application of these learning models has been proven to increase student engagement in the learning process and facilitate a deeper and more practical understanding of chemical concepts within the context of their daily lives. This study contributes to enriching chemistry teaching practices at the secondary school level with more innovative and applicable approaches.
Copyright (c) 2025 Nurfijriati Nurfijriati, Fitriyuni Miralda Siregar, Salamah Agung https://creativecommons.org/licenses/by-sa/4.0
Development of STEM-based E-LKPD to improve scientific literacy capabilities on environmental change material
The problem of low science literacy needs to be used as a reference by the government in improving the learning system in Indonesia. This research aims to produce teaching materials in the form of STEM-Based Electronic Student Worksheets (E-LKPD) to Improve Science Literacy Skills in Environmental Change Materials. The method used is Research and Development (R&D) with a 4-D development model (Define, Design, Develop, and Disseminate). The development process goes through a validity test of 2 experts, a readability test of 15 students, and a field trial by 1 biology teacher and 35 students. Pretests and posttests were conducted using multiple-choice test instruments consisting of the same 10 questions. The results of the research showed that the developed E-LKPD had an average validity percentage of 85.2% with very feasible criteria. In the readability test, the average percentage of E-LKPD reached 86.2% with very feasible criteria. While in the field trial, the responses of teachers and students showed very feasible criteria with percentages of 81.25% and 82.25%. There was an increase in the average scientific literacy skills measured through the test instrument. The average result of scientific literacy skills before the implementation of E-LKPD was 57.3 while after the implementation of E-LKPD it increased to 79.6 with an N-Gain of 0.50 in the moderate category. Based on these results, it can be concluded that E-LKPD is very feasible to use in learning activities and there is an increase in scientific literacy skills after the use of E-LKPD in the learning process.
Copyright (c) 2025 Authors https://creativecommons.org/licenses/by-sa/4.0
DEVELOPING TEACHING GUIDES FOR BIOLOGY-BASED COURSES: INTEGRATING PROJECT-BASED LEARNING, CASE STUDIES, AND 21ST CENTURY SKILLS FOR PRE-SERVICE TEACHERS
This study aims to develop teaching guides for biology-based courses, including Microbiology, Plant Anatomy, and Agribusiness, designed for pre-service teachers. These guides integrate project-based learning and case studies to cultivate 21st-century skills. Using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) within a Research and Development (R&D) framework, the guides were systematically developed and evaluated. Results show high feasibility, with average scores of 97% for content appropriateness, 95% for presentation quality, and 100% for language clarity, demonstrating their validity, practicality, and effectiveness.
Copyright (c) 2025 Ilah Nurlaelah, Handayani Handayani, Lilis Lismaya, M. Syaipul Hayat, Bridget Druken
BUILDING 21st-CENTURY SKILLS WITH STEAM-PjBL
During the 21st century, students are encouraged to develop skills that enable them to deal with real-life problems. The purpose of this study is to analyze what kind of 21st-century skills can be built during a teaching and learning process in the classroom. Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach through a project-based learning (PjBL), or STEAM-PjBL-based learning, seems to provide a promise in the development of 21st-century skills of students. This study, therefore, is conducted to reveal the kind of skills that can be built during the STEAM-PjBL learning process. Using a literature review, this study collects and analyzes relevant articles from national and international journals through several search engine systems, such as Taylor & Francis Online, Springer, etc., and indexed databases, such as SCOPUS, DOAC, and Eric, both from the period of 2014-2022. This study found that the 4Cs of the 21st-century skills, namely, critical thinking and problem solving, communication, collaboration, and creative thinking, can be built from the activities in each stage of the STEAM-PjBL learning process. While the skills are evident from the literature review, a further empirical study is encouraged to be conducted to ensure how the skills can be successfully developed and further improved
DEVELOPMENT OF ETHNOSCIENCE INTEGRATED E-WORKSHEET IN ACID BASE MATERIALS TO IMPROVE CRITICAL THINKING SKILL
Critical thinking skills are one of the skills needed in the current era of education. The ability to think critically is an important key for students in successful problem solving. This research aims to develop an ethnoscience-integrated Electronic Student Worksheets (E-LKPD) for acid-base learning to enhance students' critical thinking skills. The Research & Development (R&D) 4-D model, developed by Thiagarajan, was utilized. The research subjects were 11th-grade students of Science at SMAN 1 Cigugur, in the academic year 2022/2023. The E-LKPD was designed in HTML 5 format, accessible online through smartphones and laptops. The material presentation in the introductory activities was contextual, incorporating ethnoscience content related to local phenomena, enabling students to understand and explore the connection between these phenomena and acid-base concepts. The validation results by expert validators showed a high validity rate of 92%. The assessment of student responses through questionnaires yielded scores of 87.2% in the small-scale trial and 89.4% in the large-scale trial, indicating that the E-LKPD was highly practical. To evaluate the effectiveness of the ethnoscience-integrated E-LKPD in enhancing critical thinking skills, pre-tests and post-tests were conducted. The N-gain value of 0.71 indicated a high improvement in students' critical thinking skills. The findings demonstrate that the developed E-LKPD integrated with ethnoscience effectively enhances students' critical thinking abilities. This is because the Ethnoscience Integrated E-LKPD media can connect learning in the classroom with the real experiences of students in everyday life, so that it can help students to develop critical thinking skills in the process.
Marzano's instructional strategies: fostering information analysis and processing skills of plant anatomy in teacher education
This study proposes a design for a Plant Anatomy course by adapting Marzano's instructional framework to develop students’ information analysis and processing skills. The focus of the Plant Anatomy course is determined because it requires complex cognitive processing to integrate knowledge about plant tissue structure with changes in plant structure based on adaptation strategies in their habitat. This study employs a quantitative method, utilising information analysis ability tests and process skills tests as its instruments. The data were analysed descriptively using an assessment rubric. The design is then tested on 106 undergraduate students in Biology Education taking the Plant Anatomy course during data collection at a university in West Java, Indonesia. The results showed that the Marzano-based plant anatomy course design could facilitate students' information analysis and processing skills due to a conducive learning environment, the utilisation of prior knowledge, the development of thinking potential, the delivery of meaningful information, contextual learning, and cooperative learning. This study further proposes using this design when studying materials with a high concept interconnection.
Copyright (c) 2025 Anna Fitri Hindriana, Behailu Merdekios Gello, Ina Setiawati, Handayani Handayani, Alin Rizki Pratami https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF A VIRTUAL LABORATORY AS A LEARNING SUPPORT MEDIA TO IMPROVE BIOLOGY LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS
Practicum is one of the activities that has become a characteristic of Biology. Students have good learning experiences and concepts through practical activities. In the Excretory System material at high school level, there are obstacles in practical activities because the research samples used are limited and require special treatment. Learning media such as virtual laboratories expected can overcome these obstacles. This research aims to: (a) develop media in the form of a virtual laboratory on Excretory System material, (b) test the product so that the product is suitable for use, and (c) analyze the application of the product in improving student learning outcomes. This development research using the ADDIE model, which consists of five stages (Analyze, Design, Development, Implementation, Evaluation) are chosen in this study. The validation from the expert uses three experts, and for the user evaluation, this study uses 50 students as the respondent. The research results show that the feasibility test by experts is included in the valid category. The results of hypothesis testing show that there is an increase in student learning outcomes before and after using virtual laboratory media. The N-gain calculation result of 0.53 is categorized in the medium category. Based on the results of product validation and application, it is concluded that the Excretory Systems Virtual Laboratory is suitable as an interactive support learning media and can improve the learning outcomes of high school students.
Copyright (c) 2025 Kamilia Fadhilah Maryana, Rusdi Rusdi, Ratna Komala
A SYSTEMATIC REVIEW OF FORMATIVE ASSESSMENT IN HIGH SCHOOL PHYSICS LEARNING
Implementing formative assessment (FA) in physics learning has been widely acknowledged as an effective strategy for enhancing learning process and student performance. Unfortunately, there was a dearth of thorough research on formative assessment in high school physics learning, including publication opportunities, physics topics evaluated by prior studies, and forms of formative assessment investigated by prior studies. This review mapped studies on formative assessment in physics subjects in the high school context. The research method used was a systematic review by analyzing relevant research results from the Scopus databases that published over the past decade (from 2014 to 2023). A total of 17 articles were examined in this study. This study found that Q1 ranked journals were where the most articles with FA topics in high school physics subjects were published. Mechanics was the most common physics topic investigated by previous research. Technology-based formative assessment was the most common form of FA used by previous studies. The results of this review may benefit researchers, school leaders, and policy makers when they aspire to do research or facilitate the implementation of formative assessment in physics class.
Copyright (c) 2025 Siti Nurjanah, Slamet Suyanto, Muhammad Iqbal, Shaufi Ramadhani, Izzul Kiram Suardi, D’aquinaldo Stefanus Fani Seran
AUGMENTED REALITY-BASED LEARNING: NEEDS ANALYSIS ON ELECTRICITY TOPICS FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS
One form of educational and technological development is using Augmented Reality as an alternative learning media today. This study aimed to identify the needs of high school students for Augmented Reality-based Learning in Electricity Topics. This research involved 60 high school students in Samarinda. Data was collected using instruments such as observation sheets and questionnaires. The data analysis technique used descriptive qualitative and quantitative. The observation results show that the learning media commonly used are video and virtual simulations through the lecture method. Students are also used to and allowed to use smartphones to access modules and learning materials in class. The results of the questionnaire data analysis show that most students agree that the use of technology is needed to study electricity topics. The majority of students recognize the potential of AR but lack practical experience with it, indicating a significant opportunity for its integration into learning. This research concludes that augmented reality learning is needed as an alternative learning media for electricity. Therefore, we recommend that stakeholders be able to use or develop Augmented Reality media as a source of learning.
Copyright (c) 2025 Zeni Haryanto, Shelly Efwinda, Nurhayati Nurhayati, Muhammad Sholeh, Ary Norsaputra
INFORMATION COMMUNICATION TECHNOLOGY (ICT) BASED SCIENCE LEARNING TO INCREASE STUDENT CREATIVITY
This research aims to explore the use of Information and Communication Technology (ICT) in science learning to enhance student creativity, focusing on analyzing electronic teaching materials used at the secondary education level. Through a Systematic Literature Review (SLR) approach following PRISMA guidelines, this study identified and analyzed 32 scientific articles from Sinta, Scopus, and ScienceDirect databases relevant to the topic. The analysis showed that e-modules were the most widely used electronic teaching materials, with significant contributions to the improvement of 21st century skills, including creativity, critical thinking, and collaboration. This research also highlights the effectiveness of the project-based learning model in supporting students' creative skills development. By providing deep insight into the mechanisms of enhancing creativity through ICT integration in science learning, this study contributes to a better understanding of the role of technology in education and offers recommendations for more innovative teaching practices in the future.
Copyright (c) 2025 Muhammad Ikhsan, Jumadi Jumadi, Oky Pamungkas, Lilik Kurniawan
PROJECT-BASED LEARNING (PjBL) CONTAINS SUSTAINABLE DEVELOPMENT GOALS (SDGs): STUDENTS’ METACOGNITIVE AWARENESS IMPROVEMENT EFFORTS
Students' metacognitive awareness can be developed through Project-Based Learning (PjBL) implementation integrating Sustainable Development Goals (SDGs) as a significant aspect of the Kurikulum Merdeka. The purpose of this study is to improve metacognitive awareness through PjBL containing environment change material SDGs. The research method used was a quasi-experiment with a nonequivalent pretest-posttest control group design. The research study covers two groups, i.e., a control group and an experiment group of 36 students of class X of Senior High School respectively. The data-collecting technique used questionnaires and observation. The metacognitive awareness questionnaire adapts the Metacognitive Awareness Inventory (MAI) and a learning implementation observation sheet was used as a research instrument. The data analysis used was an Independent Sample T-Test and N-Gain trial. The Independent Sample T-Test result showed a significant 0.000 difference from the final questionnaire average score between the control and experiment classes. The experiment class students' metacognitive awareness obtained an average score of 84.14 with the highest category and 0.433 of the N-Gain trial score belongs to the medium category. This improvement was supported by the learning implementation result of teachers and students with a very good category. This study was expected to be able to give an effective contribution for teachers to improve the biology learning quality by emphasizing on the students’ metacognitive awareness improvement. The next research shall expand coverage by engaging more schools and considering other factors such as learning methods and students’ learning facility.
Copyright (c) 2025 Indri Andriyatno, Widi Purwianingsih, Rini Solihat, Widya Eko Nurazizah, K.W.A.L. Levhan
Project-based learning in Physics education: a bibliometric review
Project-Based Learning (PjBL) has been recognized as an effective instructional approach for enhancing conceptual understanding and 21st-century skills in physics education. However, there is a lack of systematic bibliometric studies that map the development, trends, and research gaps in this topic. This study aims to identify research areas that have been extensively explored, as well as those that remain underexplored within PjBL in Physics Education. The method employed is descriptive with bibliometric analysis using data from Scopus, through the stages of identification, screening, eligibility, and inclusion. The analysis was conducted using Publish or Perish (PoP) and VOSviewer software. From the 48 publications analyzed, it was found that the number of publications declined over the past three years, after peaking in 2021 due to the growing demand for 21st-century competency-based curricula. This decline is suspected to be related to implementation challenges during the COVID-19 pandemic. The distribution of affiliations and countries indicates that there are still institutions and nations not actively involved in this topic. Emerging research focuses, such as links to curriculum, scientific inquiry, and technology, present opportunities for further studies. The findings of this study highlight the need for expanding and deepening PjBL research in Physics Education across various national and institutional contexts.
Copyright (c) 2025 Muhamad Mi'da Farkhan, Heru Kuswanto https://creativecommons.org/licenses/by-sa/4.0
Correlation between knowledge of ecosystem concept based on local wisdom and environmental sensitivity with ecological behavior in SMAN 97 Jakarta
Several ecosystems have currently experienced damage due to several factors, both natural and due to human activities. Efforts to minimize this damage can be done by encouraging students to be aware of the natural resources around them, one of which is based on local wisdom. Awareness to love the environment must also be instilled in students, namely environmental sensitivity. Through ecosystem knowledge based on local wisdom and environmental sensitivity, students are expected to have ecological behavior. This research aims to (1) analyze the relationship between knowledge of ecosystem concepts based on local wisdom and ecological behavior, (2) analyze the relationship between environmental sensitivity and ecological behavior, (3) analyze the relationship between knowledge of ecosystem concepts based on local wisdom and environmental sensitivity with ecological behavior . This research uses quantitative descriptive methods. Respondents consisted of 168 students of class X Science at SMAN 97 Negeri Jakarta who were taken using a simple random sampling technique. The research results show that (1) there is a positive and strong correlation between knowledge of ecosystem concepts based on local wisdom and ecological behavior, (2) there is a positive and strong correlation between environmental sensitivity and ecological behavior, (3) there is a simultaneous positive and strong correlation between knowledge ecosystem concept based on local wisdom and environmental sensitivity with ecological behavior. The findings of this research are that consistency is needed in every activity carried out to improve students' ecological behavior.
Copyright (c) 2025 Sisi Hernanda Pratama, Diana Vivanti Sigit, Ratna Komala https://creativecommons.org/licenses/by-sa/4.0
META-ANALYSIS OF THE EFFECT OF LEARNING CYCLE 5E MODEL ON PHYSICS LEARNING
Along with the rapid development of science and technology, education is increasing. The improvement of education has encouraged the development of learning methods, techniques, approaches and models that allow students to play an active role in constructing their knowledge. One of them is the 5E learning cycle model. This study aims to analyse the effect of the 5E learning cycle model on physics learning in terms of education level, grade level, research type, subject matter and learning needs. The method used is a quantitative meta-analysis of SINTA accredited national articles, proceedings and international articles with the latest ten years, namely 2013-2023. Data analysis using effect size. The results of the analysis show that overall the learning cycle 5E model has an effect on physics learning with a high effect interpretation. Therefore, the learning cycle 5E model as a whole can improve students' learning achievement and can be used as an alternative in learning, especially physics. Thus, students can learn actively, effectively and can develop their creativity in solving problems. Thus, the 5E learning cycle model is very influential and effective in learning in general, especially in physics learning and can be applied to 21st century skills.
Copyright (c) 2025 Salam Salam, Zuhdan Kun Prasetyo, Mundilarto Mundilarto, Heru Kuswanto, Santri Adi Putri
ARGUMENTATION SKILLS AND SELF-REGULATION OF STUDENTS USING PROBLEM BASED LEARNING COMBINED WITH DEBATES BASED ON SOCIOSCIENTIFIC ISSUES ON ENVIRONMENTAL CHANGE MATERIAL
Lack of self-confidence and self-monitoring to think, act and communicate scientifically are related to argumentation skills. This study aimed to determine differences: (1) students' argumentation skills, (2) students' self-regulation, (3) argumentation skills and students' self-regulation using Problem Based Learning (PBL) combined with debates based on Socio-scientific issues (SSI) on environmental change material. The method used is a quasi-experiment with a posttest only control group design. The population in this study was class X SMA N 2 Karanganyar 2022/2023, and the sample used was class XE2 and class XE7. The sample technique used is cluster random sampling. Collecting data on argumentation skills uses a test, while collecting data on self-regulation uses a questionnaire. The data analysis technique used the t test and teh manova test. It was concluded that there were significant differences: (1) students' argumentation skills, (2) students' self-regulation, (3) argumentation skills and students' self-regulation using Problem Based Learning (PBL) combined with debates based on Socio-scientific issues (SSI) on environmental change material. The research results can be used as a reference related to PBL learning, debate method, argumentation skills and students’ self-regulation abilities
Copyright (c) 2025 Anie Yuni Widyastuti, Harlita Harlita, Meti Indrowati
THE INFLUENCE OF THE ILL-STRUCTURED PROBLEM BASED LEARNING MODEL ON STUDENTS' SCIENCE LITERACY ABILITY IN ENVIRONMENTAL CHANGE CONCEPT
Problem-based learning (PBL) is an effective pedagogy in increasing scientific literacy among students, and this strategy helps students acquire and apply knowledge and develop higher-order thinking skills that prioritize problems obtained from real life.This study aims to investigate the influence of ill-structured type problem-based learning (PBL) model on students' science literacy skills in environmental change concept. The research was conducted at MAN 1 Pandeglang in the 2023/2024 school year using a quasi-experimental method using a non-equivalent control group design. Two classes were selected as research samples (experimental class and control class) through simple random sampling technique. Data analysis using independent samples t-test with the help of IBM SPSS Statistics 26 showed that the value of sig. (2-tailed) of 0.004, which is below the significance level of α = 0.05. These results show that the use of ill-structured type problem-based learning models has a significant influence on improving students' science literacy skills. Thus, this learning model is effective in improving science literacy skills on the concept of environmental change
Copyright (c) 2025 Dewi Nurhilyah, Zulfiani Zulfiani, Laila Mahmudah, Yuke Mardiati
DEVELOPMENT OF REDOX REACTION LEARNING MEDIA BASED ON MULTIPLE REPRESENTATIONS
The use of Information & Communication Technology (ICT) media is widespread in education, thus necessitating the facilitation of chemistry learning activities that guide students to study redox materials. This research aims to design a learning media product—an android application—on redox reaction materials based on MLR and to determine the feasibility level of this learning media product. The research method employed is a modified 4-D model reduced to 3-D, which includes the stages of define, design, and develop. The research instruments include interview sheets, student needs questionnaires, student learning styles, validation by subject matter and media experts, as well as student responses. The final results of this research reveal that the Android application learning media product on redox materials based on MLR is deemed feasible. This is supported by the Aiken's V coefficient value of 0.86 which is in the very feasible category, and limited development trials achieving an ideal percentage of 80.65%, falling into the feasible category.
Copyright (c) 2025 Muhammad Hisyam, Anita Fibonacci
EXPLORING STUDENTS' PROBLEM-SOLVING SKILLS ON DIRECT CURRENT ELECTRICAL IN VOCATIONAL HIGH SCHOOL
This research aimed to explore the problem-solving skills of Vocational High School in Kendari students in direct current electricity. The research used the descriptive-quantitative method, and the research sample was twelve science-grade students in Vocational High School in Kendari. The research instruments already used as several questions and problem-solving skills had 0,88 validity. Data collections were tests and interviews. The result has obtained problem-solving skills with low criteria. Research results show the indicator of useful description in higher criteria, a physics approach and a specific application of physics in low criteria. Otherwise, mathematical procedures and logical progression were included in very low criteria. Students have good abilities in useful descriptive indicators. Another indicator is that students are experiencing difficulties. Students need help untangling electrical circuits in series or parallel and applying Kirchhoff's I and II laws. The problem of applying mathematical procedures was algebra and fractions in electrical circuits. This research can be used to improve students' problem-solving skill on direct current electrical material for Vocational high school physics subjects.
Copyright (c) 2025 Luh Sukariasih, Erniwati Erniwati, La Tahang, Andi Marwanti Panre
DEVELOPING THE VIRTUAL ATOMS AR LEARNING APP FOR ANDROID
The development of technology has a significant impact on education, one of the innovative learning methods that can be applied in the digital era is augmented reality. The topic of atomic structure is one of the difficult subjects to understand and needs visualization so the development of augmented reality learning media is required. Augmented reality developed for the atomic structure topic is tailored to the needs of students, accompanied by sample questions, and materials, and can be accessed online or offline using Android. This research aims to determine the feasibility, including the validity, practicality, and effectiveness of augmented reality learning media on the atomic structure topic in an Android application. This development research method uses the ADDIE model of Analysis, Design, Development, Implementation, and Evaluation. The research instruments include validation sheets, interview guidelines, questionnaires, and pre-test & post-test exams that have been validated. The research sample consists of 90 eighth-grade students from SMPN 2 Merauke. The final result of this developmental research is a product in the form of an augmented reality atomic structure learning media application that is suitable for use and can be accessed through Android without an internet connection. The feasibility of the developed learning media is based on validity, practicality, and effectiveness. The material validation result is 82% (very valid) while the media validation is 80% (valid). The practicality test results average 84% (efficient). The effectiveness test results with an N-gain of 0.76 (high) and a percentage of 76% fall into the effective category. Therefore, it can be concluded that the product is suitable for use and there is an improvement in student understanding using augmented reality learning media.
Copyright (c) 2025 Novike Bela Sumanik, Irmawaty Natsir