Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Martini Martini
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Advancing SDG 4 through TPACK-Driven Development of Technological Knowledge and Competence in Pre-Service Science Teachers Dyah Astriani; An Nuril Maulida Fauziah; Ahmad Fauzi Hendratmoko; Laily Rosdiana; Martini Martini; Nur Hayati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.256

Abstract

Objective: The increasing complexity of 21st-century education requires pre-service science teachers to develop integrated knowledge of technology, pedagogy, and content. This study aims to examine the relationships among Content Knowledge (CK), Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) in shaping pre-service science teachers’ competence to integrate technology into science instruction. Method: A quantitative approach with a cross-sectional survey design was employed. Data were collected using a valid and reliable TPACK questionnaire and analyzed through Structural Equation Modeling using SmartPLS. Result: The findings revealed that CK significantly contributed to both TK and TCK, indicating that strong content mastery supports the development of technology-related knowledge. TK also made a substantial contribution to TCK and a moderate direct contribution to TPACK. Among all examined relationships, TCK provided the strongest contribution to TPACK. These results suggest that the development of TPACK is not determined by CK alone, but is strengthened through the integration of technological and content knowledge. Novelty: The novelty of this study lies in highlighting TCK as a key mediating domain that bridges CK and TK in developing pre-service science teachers’ TPACK, thereby offering empirical evidence for designing teacher education programs that support technology-integrated science learning and contribute to quality education aligned with SDG 4.
The Effect of Scaffolded Project Based Learning on Students’ Critical Thinking Skills to Support SDG 4 Martini Martini; Erman Erman; I Gusti Made Sanjaya
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.282

Abstract

Objective: To examine the effect of scaffolded Project-Based Learning on junior high school students’ critical thinking skills in science learning on the topic of food additives.  Method: Employing a quantitative approach using a quasi-experimental pretest-posttest design involving three intact junior high school classes (Classes 8E, 8F, and 8H). Students participated in scaffolded Project-Based Learning activities on the topic of food additives.  Results: The findings revealed that scaffolded Project-Based Learning effectively improved students’ critical thinking skills across the three participating classes. The mean N-Gain scores reached 0.70 in Class 8E, 0.94 in Class 8F, and 0.91 in Class 8H, all of which were categorized as high. The greatest improvements were consistently observed in the interpretation, inference, and self-regulation indicators, while the explanation and evaluation indicators demonstrated comparatively lower gains in some classes. These findings indicate that integrating structured scaffolding into Project-Based Learning effectively promotes higher-order thinking by supporting students in interpreting information, analyzing contextual problems, drawing evidence-based conclusions, and regulating their own learning processes. Novelty: Extends previous research by integrating structured scaffolding into Project-Based Learning to strengthen junior high school students’ critical thinking skills in science learning on the topic of food additives. Furthermore, the study contributes to the implementation of Sustainable Development Goal (SDG) 4 by providing empirical evidence that scaffolded Project-Based Learning promotes meaningful, student-centered, and competency-based science education that develops essential twenty-first-century skills.
Advancing SDG 4 through TPACK-Driven Development of Technological Knowledge and Competence in Pre-Service Science Teachers Dyah Astriani; An Nuril Maulida Fauziah; Ahmad Fauzi Hendratmoko; Laily Rosdiana; Martini Martini; Nur Hayati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.256

Abstract

Objective: The increasing complexity of 21st-century education requires pre-service science teachers to develop integrated knowledge of technology, pedagogy, and content. This study aims to examine the relationships among Content Knowledge (CK), Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) in shaping pre-service science teachers’ competence to integrate technology into science instruction. Method: A quantitative approach with a cross-sectional survey design was employed. Data were collected using a valid and reliable TPACK questionnaire and analyzed through Structural Equation Modeling using SmartPLS. Result: The findings revealed that CK significantly contributed to both TK and TCK, indicating that strong content mastery supports the development of technology-related knowledge. TK also made a substantial contribution to TCK and a moderate direct contribution to TPACK. Among all examined relationships, TCK provided the strongest contribution to TPACK. These results suggest that the development of TPACK is not determined by CK alone, but is strengthened through the integration of technological and content knowledge. Novelty: The novelty of this study lies in highlighting TCK as a key mediating domain that bridges CK and TK in developing pre-service science teachers’ TPACK, thereby offering empirical evidence for designing teacher education programs that support technology-integrated science learning and contribute to quality education aligned with SDG 4.
The Effect of Scaffolded Project Based Learning on Students’ Critical Thinking Skills to Support SDG 4 Martini Martini; Erman Erman; I Gusti Made Sanjaya
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.282

Abstract

Objective: To examine the effect of scaffolded Project-Based Learning on junior high school students’ critical thinking skills in science learning on the topic of food additives.  Method: Employing a quantitative approach using a quasi-experimental pretest-posttest design involving three intact junior high school classes (Classes 8E, 8F, and 8H). Students participated in scaffolded Project-Based Learning activities on the topic of food additives.  Results: The findings revealed that scaffolded Project-Based Learning effectively improved students’ critical thinking skills across the three participating classes. The mean N-Gain scores reached 0.70 in Class 8E, 0.94 in Class 8F, and 0.91 in Class 8H, all of which were categorized as high. The greatest improvements were consistently observed in the interpretation, inference, and self-regulation indicators, while the explanation and evaluation indicators demonstrated comparatively lower gains in some classes. These findings indicate that integrating structured scaffolding into Project-Based Learning effectively promotes higher-order thinking by supporting students in interpreting information, analyzing contextual problems, drawing evidence-based conclusions, and regulating their own learning processes. Novelty: Extends previous research by integrating structured scaffolding into Project-Based Learning to strengthen junior high school students’ critical thinking skills in science learning on the topic of food additives. Furthermore, the study contributes to the implementation of Sustainable Development Goal (SDG) 4 by providing empirical evidence that scaffolded Project-Based Learning promotes meaningful, student-centered, and competency-based science education that develops essential twenty-first-century skills.
Co-Authors Ahmad Fauzi Hendratmoko An Nuril Maulida Fauziah Dyah Astriani Erman Erman I Gusti Made Sanjaya Laily Rosdiana Nur Hayati