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All Journal Journal of Environment and Sustainability Education
Jadnika Dwi Rakhmawan Amrullah
Universitas Jember, Indonesia
Chemistry Education Environmental Science Physics Other

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Mapping the learning styles of pre-service enviromental science education in interaction with artificial intelligence on the topic of electric fields Jadnika Dwi Rakhmawan Amrullah; Nur Ahmad; Rhischa Assabet Shilla
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.v3i3.118

Abstract

The integration of Artificial Intelligence (AI) in education offers new opportunities to address complex science concepts, yet its interaction with learning styles remains underexplored. Objectives: This study aimed to identify the learning styles of pre-service environmental science teachers and examine how AI-based instruction supports their understanding of electric fields. Using a mixed-methods design, 72 undergraduate students completed the VARK questionnaire, pre- and post-tests on electric field concepts, and participated in interviews. The findings showed significant improvement in conceptual understanding after AI-based learning, with visual and kinesthetic learners benefiting most from simulations and interactive tasks, while aural and read/write learners showed limited gains. Implications: The study highlights the potential of AI to enhance learning through multimodal engagement, but also emphasises the need for inclusive designs that move beyond learning styles toward broader pedagogical frameworks.
Innovating biology education: Development a notion as project-based learning e-module in the plant structure and function course to facilitate digital literacy Ika Dewi Sumiati; Ferry Budi Prasetya; Zakaria Sandy Pamungkas; Jadnika Dwi Rakhmawan Amrullah; Firdha Yusmar; Intan Lestari Mulyaning Tyas; Liu Hsiu-Chen
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.v4i1.176

Abstract

The rapid shift toward digital learning in higher education demands learning resources that not only present content but also facilitate project organization and digital literacy. In response to this need, this study developed a Notion-based e-module integrated with the Project-Based Learning (PjBL) model for the Plant Structure and Function course to support students’ digital literacy. The research employed a Research and Development (R&D) design using the ADDIE model, involving analysis, design, development, implementation, and evaluation stages. Fifty fifth-semester students from the Science Education Program at Universitas Jember participated. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest–posttest instruments. The product obtained validity scores of 91.875% from material experts and 93.33% from media experts. The practicality score from students reached 90.36%. These findings indicate that the Notion-based PjBL e-module is feasible and practical to support meaningful learning and foster digital literacy. The novelty of this research lies in the integration of a productivity and project-management platform (Notion) as a learning medium in higher education, enabling structured project workflows, collaborative workspaces, and digital documentation for PjBL activities. The developed module offers an alternative digital resource to facilitate technology integration in science education.
The effect of metacognitive scaffolding-based student worksheets on junior high school students' argumentation skills in science learning Achmad Faisal Masruri; Rusdianto Rusdianto; Fauziyatul Iffah; Jadnika Dwi Rakhmawan Amrullah; Rhischa Assabet Shilla
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.v4i2.218

Abstract

Argumentation skills are a vital competence in 21st-century learning, playing a crucial role in developing students' critical thinking and communication abilities. However, preliminary observations indicate that students' argumentation skills at the junior high school level, specifically at senior high school 2 Panti, remain low. Although active student engagement during the learning process is critical, empirical studies on the use of metacognitive scaffolding-based worksheets to address this issue in science learning are still limited. This study aims to investigate the effect of metacognitive scaffolding–based student worksheets on students' argumentation skills to contribute to effective science teaching practices. This study employed a quasi-experimental method with a one-group pretest-posttest design. The research subjects consisted of 28 seventh-grade students (Class VII E) at senior high school 2 Panti during the odd semester of the 2025/2026 academic year. The research instrument utilized an argumentation skills essay test administered during the pretest and posttest phases, assessing three specific indicators: claim, evidence, and reasoning. Data were analyzed using descriptive statistics and a paired sample t-test. The results showed a significant increase in the mean argumentation score from 30.68 (pretest) to 76.64 (posttest). which was statistically supported by a paired sample t-test (p < 0.001). Based on these findings, it is concluded that student worksheets based on metacognitive scaffolding have a significant effect on students' argumentation skills. Consequently, this approach offers a specific contribution to the design of metacognition-based science teaching materials.
Co-Authors Achmad Faisal Masruri Fauziyatul Iffah Ferry Budi Prasetya Firdha Yusmar Ika Dewi Sumiati Intan Lestari Mulyaning Tyas Liu Hsiu-Chen Nur Ahmad Rhischa Assabet Shilla Rusdianto Rusdianto Zakaria Sandy Pamungkas