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All Journal INSECTA: Integrative Science Education and Teaching Activity Journal Journal of Environment and Sustainability Education
Iqbal Ainur Rizki
Victoria University of Wellington, New Zealand
Agriculture, Biological Sciences & Forestry Chemistry Education Environmental Science Physics Social Sciences Other

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DEVELOPMENT OF STEAM-BASED PHYSICS LEARNING KITS AS INSTRUCTIONAL MEDIA TO IMPROVE HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS Wildan Mubarok; Sherlynggar Anugrah; Iqbal Ainur Rizki
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 7 No. 1 (2026)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v7i1.13723

Abstract

Critical thinking skills are essential competencies in 21st-century physics education, yet conventional instruction still tends to emphasize memorization and procedural learning. This study aimed to develop STEAM-based physics learning kits as instructional media to improve high school students’ critical thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The participants were 35 eleventh-grade students at SMA Negeri 1 Sidoarjo selected through purposive sampling. The developed learning kits integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) components with critical thinking indicators, including analysis, inference, evaluation, interpretation, and explanation. Validation conducted by an experienced physics teacher indicated that the developed learning kits were categorized as very valid with an average score of 4.57. The implementation results showed a significant improvement in students’ critical thinking skills, reflected by the increase in average scores from 56.43 on the pretest to 82.17 on the posttest. The average N-gain score was 0.68, categorized as moderate improvement, while the paired sample t-test showed a statistically significant difference between pretest and posttest scores (p < 0.05). Students also responded positively toward the developed learning kits in terms of attractiveness, usability, and support for conceptual understanding and collaborative learning. The findings indicate that the developed STEAM-based physics learning kits effectively facilitate meaningful physics learning and support students’ critical thinking development aligned with the demands of 21st-century education.
Implementation of Air Expansion Simulation (AES) in physics education to increase student interest in environmental issues Febiana Dinda Puspita; Afif Jauhari; Iqbal Ainur Rizki; Sujito Sujito; Nurita Apridiana Lestari
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.158

Abstract

Increased pollution on Earth will cause environmental imbalance, which in turn will cause environmental damage. In addition, sustainable education is implemented to help address the problem by teaching students through direct experience. Therefore, a simple air expansion simulation is applied in sustainable physics learning as a simple demonstration of air velocity. With the implementation of sustainable physics education, it is hoped that students can understand air pressure and apply it in the environment to increase their interest in learning physics through environmental issues. Simple simulations are used to increase students' interest in learning physics. Based on the results obtained, the application of air expansion simulation (AES) as physics education increases students' interest and understanding, as shown by the results of responses that indicate strong agreement. Students can easily understand the material through simple air expansion simulations because during the learning process, students feel more interested. Students find it easier to understand because learning is done contextually, but learning is also done by involving students directly. Therefore, students find it easier to understand and master the material based on direct experience.
Interactive Physics Modular (IPM): The development of website-based learning media using a problem-based learning model and a STEM-ESD approach to enhance environmental literacy in temperature and heat topics Afif Jauhari; Febiana Dinda Puspita; Iqbal Ainur Rizki; Sujito Sujito; Nurita Apridiana Lestari
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.206

Abstract

Environmental literacy is a key 21st-century competency that should be fostered through contextual and sustainability-oriented physics education. However, studies integrating Problem-Based Learning (PBL) and STEM-ESD into web-based learning platforms, while also mapping students’ initial environmental literacy through Rasch analysis on temperature and heat topics in Indonesia, remain limited. This study aimed to: (1) identify students’ initial environmental literacy profiles as a basis for needs analysis, and (2) develop and evaluate the initial readability of the Interactive Physics Modular (IPM). This research adopted a research and development approach using the ADDIE model and involved 78 students who had studied temperature and heat without using IPM. Data were collected through an environmental literacy essay test covering four indicators: cognitive skills, environmentally responsible behaviors, ecological knowledge, and environmental care affect. The data were analyzed descriptively and using the Rasch model. The results showed that environmental care affect achieved the highest mean score (3.85; 77%), followed by cognitive skills (3.47; 69.4%), environmentally responsible behaviors (2.60; 52%), and ecological knowledge (2.19; 43.8%). Rasch person–item analysis indicated that items requiring the integration of temperature and heat concepts with complex environmental contexts and the formulation of realistic solutions were the most difficult. Readability results showed that IPM was clear, engaging, and effective in linking physics concepts with environmental issues. This study contributes by proposing a contextual essay-based framework for assessing environmental literacy through Rasch analysis and by offering a model for integrating PBL and STEM-ESD into a website-based physics learning platform.
Co-Authors Afif Jauhari Febiana Dinda Puspita Joumil Aidil Saifuddin Nurita Apridiana Lestari Sherlynggar Anugrah Wildan Mubarok