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
The integrated STEM teacher identity scale for pre-service teachers: Evidence from Rasch and confirmatory factor analysis
Integrated STEM teacher identity is important for preparing pre-service teachers to implement integrated STEM instruction. This study aimed to develop and provide initial validation evidence for the Integrated STEM Teacher Identity Scale for Pre-service Teachers using an exploratory sequential mixed-methods design that combined qualitative interviews, literature review, expert judgment, Rasch analysis, and Confirmatory Factor Analysis. Three experienced teachers who had implemented integrated STEM instruction were interviewed to identify relevant identity dimensions, and based on these findings and the literature, an initial pool of 44 items was developed and reviewed by experts. The first pilot test involved 59 pre-service teachers and was analyzed using Rasch modeling to examine dimensionality, item fit, and reliability, while the second pilot test, conducted after revision, involved 119 pre-service teachers and was analyzed using Rasch modeling and Confirmatory Factor Analysis. The final scale consisted of 28 items across six dimensions: personal experience, self-definition, recognition, competence-performance beliefs, interest, and commitment. The CFA results supported the six-factor model, with acceptable fit indices (RMSEA = 0,067; TLI = 0,905; CFI = 0,917; IFI = 0,919), composite reliability ranging from 0,79 to 0,94, and Cronbach’s alpha ranging from 0,68 to 0,90. Convergent validity was supported for most dimensions, although personal experience and self-definition showed AVE values below the recommended threshold, and the commitment dimension showed relatively low person reliability. Overall, the scale provides promising initial evidence, although further refinement is needed.
Copyright (c) 2026 Ahmad Suryadi, Endang Purwaningsih, Amrizaldi, Ahmad Swandi, Abdul Haris https://creativecommons.org/licenses/by-sa/4.0
Enhancing biology learning outcomes through a blended-discovery learning model integrated with the Bioenial website
The post-COVID-19 shift to blended learning presents a significant challenge for biology education, necessitating innovative pedagogical approaches to adapt to the digital era. This study addresses this need by investigating the effectiveness of a Blended-Discovery Learning (BDL) model, specifically when integrated with the Bioenial website, on students' biology learning outcomes. A quasi-experimental research design with a pretest-posttest non-equivalent control group was employed with 11th-grade students from a private school in Boyolali, Central Java. Three groups were compared: a control class, an experimental class using BDL with Google Classroom, and another experimental class using BDL with the Bioenial website. Data were collected using a multiple-choice test and analysed through ANCOVA. The findings revealed significant improvements in learning outcomes across all groups, as indicated by higher post-test scores compared with pre-test scores. The ANCOVA analysis demonstrated a significant effect of the instructional model on students' biology learning outcomes, with a large effect size (partial η² = 0.343). The BDL model integrated with the Bioenial website yielded the highest learning outcomes, followed by BDL with Google Classroom and the traditional control group. These findings highlight the potential of BDL as an effective instructional strategy in biology education and suggest that integrating BDL with a specialized digital platform can substantially enhance students' learning outcomes. Therefore, the implementation of BDL supported by dedicated web-based learning environments is highly recommended to optimize biology learning in the digital era.
Copyright (c) 2026 Opik Prasetyo, Bowo Sugiharto, Harlita Harlita https://creativecommons.org/licenses/by-sa/4.0
Enhancing students' data literacy through the hybrid creative problem-solving laboratory (HCP-Lab) in physics experiments courses
Physics learning is inherently grounded in inquiry-based processes, particularly through experimental activities that engage students in observing physical phenomena. These observations are subsequently analyzed and interpreted to develop conceptual understanding, making data literacy an essential competency in physics education. However, many schools face challenges in conducting laboratory activities due to the high costs associated with procuring and maintaining experimental equipment. Moreover, conventional laboratory practices often fail to explicitly integrate data literacy as a core component of the learning process. To address these challenges, this study proposes an alternative approach that utilizes readily available devices, such as smartphones, as experimental tools. As a pilot project, a Hybrid Creative Problem-Solving Laboratory (HCP-Lab) model was developed and implemented to enhance students’ data literacy skills in an introductory physics laboratory course. The study adopted Plomp’s Educational Design Research framework and involved 28 first-year physics students, divided into two classes (15 students in Class A and 13 students in Class B). Data was collected over an eight-week period using data literacy assessments, student development observation sheets, and portfolio evaluations. Quantitative data were analyzed using descriptive and inferential non-parametric statistical techniques, while qualitative data were examined using NVivo software. The findings indicate that the HCP-Lab model effectively supported the development of students’ data literacy skills, with observable improvements throughout the intervention. Students demonstrated notable progress in data processing, interpretation, and evidence-based conclusion drawing. Statistical analysis revealed a significant difference between pre- and post-intervention data literacy performance (p < .05). In addition, students reported that the HCP-Lab model provided a novel, engaging, and comprehensive laboratory learning experience. These findings suggest that the HCP-Lab model offers a viable alternative for physics laboratory instruction, particularly in educational settings with limited access to conventional laboratory equipment, while simultaneously fostering essential data literacy competencies.
Copyright (c) 2026 Rizki Zakwandi, Alfiansah Sandion Prakoso, Ika Mustika Sari, Asep Akmal Fadia Nurhalim, Najmi Hiyan Fathinah, Rahma Alliya Aqquilla, Duden Saepuzaman, Desy Purwasih https://creativecommons.org/licenses/by-sa/4.0
Plant awareness and recognition of plants as living beings among biology preservice teachers in Bandung, Indonesia
Humans are highly dependent on the existence of plants; from daily needs to the need to support ecosystems. However, there are some people who are less aware of the existence and importance of plants for life and lead to the phenomenon of plant awareness disparity (PAD). It is important for teachers to have plant awareness and have the awareness that plants are as important as other living things. This study was conducted to reveal the level of PAD of biology pre-service teachers by using PAD-I (Plant Awareness Disparity-Index) developed by Parsley (2022). In addition, this study also explores the recognition of plants as living things in prospective biology teachers by asking them to name living organisms around them. This study used a descriptive cross-sectional method and gathered 35 respondents of biology pre-service teachers from one of the universities in Bandung, Indonesia. The results of the PAD-I score analysis show that preservice biology teachers still have PAD with an average score of 79. In addition, this study also revealed that preservice teachers mostly mentioned living things from the animal kingdom as living things (56%) compared to living things from the kingdom plantae (34%), bacteria (5%), fungi (3%), and protists (2%). From this search, it can be concluded that the biology pre-service teachers still have a tendency to overlook the plant and show a preference for animals. However, there are several approaches that can be taken, such as emphasizing the importance of plants in reducing the impact of climate change and placing plants and animals in the same situation. Through such an approach, it is hoped that students will develop an awareness of plants as a first step toward plant conservation, particularly with native Indonesian plants.
Copyright (c) 2026 Puan Helwa Rezha Soraya, Rini Solihat , Riandi Riandi, Taro Harada https://creativecommons.org/licenses/by-sa/4.0
Determinants of environmental behaviour among senior high school students in Bogor City: A multidimensional analysis of environmental literacy components
Environmental degradation requires not only technological solutions, but also environmentally responsible behavior shaped through education. This study examines the influence of environmental literacy components—knowledge, skills, and character—on environmental behavior among senior high school students in Bogor City. The researchers used a quantitative correlational design with 167 eleventh-grade students selected through purposive sampling. Data was collected using 9 multiple-choice items for environmental knowledge, 8 items for environmental skills, and Likert-scale questionnaires consisting of 8 items for environmental character and 12 items for environmental behavior. Data was analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The results show that students’ environmental literacy is moderate across all domains. Correlation analysis indicates weak relationships between cognitive components and environmental behavior, while behavior shows the strongest correlation with overall environmental literacy (r = 0,745). However, regression analysis reveals that knowledge, skills, and character do not significantly predict environmental behavior, either individually or simultaneously (R² = 0,029, p > 0,05). These findings indicate a gap between cognitive understanding and actual environmental action. The study concludes that cognitive and affective components do not solely determine environmental behavior, and that more complex mechanisms involving contextual, motivational, and experiential factors influence it. Therefore, environmental education should integrate cognitive learning with affective development and experiential learning to bridge the gap between understanding and behavior and to promote sustainable environmental action among students.
Copyright (c) 2026 Wulan Sukma Yuliantisna, Nengsih Juanengsih, Eva Fadilah https://creativecommons.org/licenses/by-sa/4.0
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
Development of Digital Flipbook Ecosystem (DFE)-based Problem-Based Learning (PBL) to enhance critical thinking skills
Digital Flipbook Ecosystem (DFE) based on Problem Based Learning (PBL) was developed as an innovative learning media to facilitate the understanding of ecosystem material interactively and contextually. This study aims to develop DFE and analyze its feasibility and influence on students' critical thinking skills. The research method uses the Hannafin and Peck development model consisting of needs analysis, design, and development and implementation, followed by evaluation and revision at each stage. The results of expert validation show that DFE is very valid and suitable for use as a biology learning medium. The implementation of DFE has been shown to improve students' critical thinking skills in the indicators of organizing strategies and tactics, making further explanations, concluding, building basic skills, and providing simple explanations. These findings prove that PBL-based DFE is effective in improving students' critical thinking skills in biology learning.
Copyright (c) 2026 Annisa Jamilatussholihah Qurrota Ainin, Rizhal Hendi Ristanto, Ratna Komala 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