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All Journal Journal of Environment and Sustainability Education
Lilit Rusyati
Universitas Pendidikan Indonesia, Indonesia
Chemistry Education Environmental Science Physics Other

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Exploring the relationship between student engagement and academic achievement in science: A study of junior high school students Annie Satriani Achwani; Taufik Rahman; Lilit Rusyati
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.116

Abstract

Academic success, especially in science education, is greatly influenced by student engagement, but its effects vary depending on socioeconomic status and past performance, leaving gaps in how each type of engagement specifically impacts junior high students. According to research, these interactions require more investigation in order to guide focused interventions, fair policies, and instructional strategies that improve student engagement and science proficiency, particularly for diverse student populations. This study investigates the relationship between junior high school scientific achievement and student involvement, with a particular emphasis on the engagement indicators that most accurately predict academic performance. This study uses a correlational research design to quantitatively examine the direction and degree of the association between junior high school students' academic achievement in science and their level of student involvement. Participants in the study were 100 eighth graders (31% male, 69% female) from a public junior high school in Bandung, West Java, Indonesia. There are two instruments used in the study, namely a questionnaire for student engagement and multiple-choice questions through online exams with the Pijar Sekolah application. Since all of the Spearman coefficients were weak and statistically insignificant (p > 0.05), the study found no significant correlation between academic achievement and student engagement (cognitive, behavioural, emotional, or social). These results suggest that engagement-focused therapies should be re-examined, and other indicators of academic performance should be investigated. In order to better understand these dynamics, future research should use longitudinal designs and include other variables (such as self-efficacy and institutional support).
Exploring the interrelationships between critical thinking, practical skills, and summative achievement in secondary biotechnology education Nurhayati Nurhayati; Lilit Rusyati; Nuryani Y. Rustaman; Rizky Agassy Sihombing
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.v4i1.170

Abstract

Modern science education faces a persistent challenge: the disconnect between theoretical critical thinking development and hands-on practical competencies. This study investigated the relationships among critical thinking skills, practical performance, and summative achievement in ninth-grade biotechnology education within Indonesia's Merdeka Curriculum framework, which emphasizes conceptual understanding, scientific process skills, and 21st-century competencies. The research objective was to examine whether and how critical thinking abilities and practical performance independently or jointly predict summative academic achievement in biotechnology. Using a correlational design, data were collected from 113 ninth-grade students across four intact classes at a public junior high school in Bandung, West Java. Three validated assessment instruments measured the target variables: a critical thinking skills test based on Ennis indicators assessing analytical reasoning abilities, a performance rubric evaluating hands-on laboratory proficiency during practical sessions, and a standardized summative biotechnology examination measuring overall content mastery. Descriptive statistics revealed varied performance across assessment types, with mean scores of 59.7 for critical thinking skills, 86.6 for practical performance, and 70.4 for summative achievement. Pearson correlation analyses conducted in SPSS indicated a moderate positive relationship between critical thinking and summative scores, a weak positive association between practical performance and summative achievement, but critically, no significant correlation between critical thinking and practical performance. These findings suggest that while analytical reasoning contributes to theoretical academic success, procedural competencies operate largely independently from cognitive reasoning abilities in biotechnology contexts. The study suggests that science educators should implement integrated teaching methods deliberately bridging practical skills development with explicit critical thinking instruction to foster holistic scientific literacy.
The ThinkFeels Diary for exploring junior high school students' mental health in science class Lilit Rusyati; Rika Rafikah Agustin; Ai Nurlaelasari Rusmana; Putri Sekar Melati; Nola Putri Erza; Andi Isni Pujirana; Siti Auliya Rahmah; Shopi Setiawati Maulidah; Kamilah Kurnia Nurlaeli; Achmad Ibrahim; Nisa Fauziah; Dyantie Nur Azizah; Azizah Qorina; Ade Setiawan; Isty Anggraeni; Salma Hayatun Nufuz
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.180

Abstract

This study investigated the effectiveness of ThinkFeels Diary as a meta-affective and meta-cognitive assessment tool in supporting students' mental health in science classrooms. The study used a mixed-method approach and included 205 students.  The ThinkFeels Diary, which allowed students to record both cognitive learning components and affective responses (emotions and feelings) during science courses, was the main component of the intervention. The MENTAL-Q questionnaire was used in pre-test and post-test designs to quantify the influence on mental health. Qualitative data from 3,840 student reflections were analyzed using NVivo 12. Results showed varied outcomes across classrooms. Two topics demonstrated significant changes: "The Nature of Science & Scientific Method" (p = 0.037, mean difference = -0.16) and "Measurement" (p = 0.018, mean difference = -1.41), both showing decreased mental health scores, possibly due to increased metacognitive demands. Analysis of sub-dimensions revealed complex patterns: the "Human Digestive System" topic showed notable improvements in empathy (+0.39) and adaptability (+0.37), though accompanied by increased depression (+0.38) and stress (+0.26).  According to the qualitative analysis, students’ emotional awareness (meta-affective) interacts dynamically with strategic thinking (meta-cognitive) before, during and after the learning. Reflection acts as a crucial link that turns experience into growth. This findings revealed the need of considering cognitive-emotional demands of different science topics to effectively support student mental health.
Co-Authors Achmad Ibrahim Ade Setiawan Ai Nurlaelasari Rusmana Andi Isni Pujirana Annie Satriani Achwani Azizah Qorina Dyantie Nur Azizah Isty Anggraeni Kamilah Kurnia Nurlaeli Nisa Fauziah Nola Putri Erza Nurhayati Nurhayati Nuryani Y. Rustaman Putri Sekar Melati Rika Rafikah Agustin Rizky Agassy Sihombing Salma Hayatun Nufuz Shopi Setiawati Maulidah Siti Auliya Rahmah Taufik Rahman