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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Eva Novita
Universiti Teknologi Petronas, Perak, Malaysia

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A Learning Model Integrating Ethnoscience, Discovery Learning, and Digital Media for Elementary Science Education Fita Nelyza; Ruslaini Ruslaini; Cut Maulina; Agus Kistian; Eva Novita; Abdul Gani
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.1009

Abstract

Science literacy among elementary school students remains relatively low, particularly due to the lack of integration between scientific concepts, cultural context, and digital learning environments. This study aims to develop and validate an integrated learning model that combines ethnoscience, discovery learning, and digital media to support science literacy in elementary education. The study employed a design-based research approach involving literature analysis, model development, expert validation, and a limited try-out. The results indicate that the proposed model is categorized as very valid, with an average validation score of 4.4 (88%) in terms of content relevance, construct coherence, and practicality. The limited try-out results show that approximately 90% of students were actively engaged in learning activities, while 85% were able to follow the learning syntax effectively. The integration of ethnoscience provides contextual learning experiences, discovery learning facilitates active knowledge construction, and digital media enhances interactivity and conceptual understanding. Therefore, the proposed model offers a comprehensive and applicable instructional framework to support science literacy in elementary education. This study contributes to the development of integrated learning models by providing a structured and empirically supported framework that can be implemented in elementary science classrooms
Project-Based Learning Through Herbal Product Development in the Phytochemistry Course for Vocational Pharmacy Students Dwi Putri Rejeki; Safrijal Safrijal; Eva Novita
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1811

Abstract

Phytochemistry learning in vocational pharmacy education often poses challenges because students must understand abstract concepts, including secondary metabolites, phytochemical screening, extraction techniques, and herbal compound identification. Conventional lecture-centered learning also limits students’ opportunities to connect theoretical concepts with contextual pharmaceutical applications. Therefore, this study aimed to analyze the implementation of project-based learning (PjBL) through herbal product development in the phytochemistry course for vocational pharmacy students. This study employed a descriptive quantitative research design involving 29 vocational pharmacy students enrolled in the phytochemistry course during the 2025/2026 academic year. PjBL was implemented through contextual learning activities involving herbal material exploration, phytochemical discussions, collaborative investigations, and herbal product development. The research instruments included conceptual understanding tests adapted from the final semester examination, science process skills (SPS) observation sheets, and learning outcome documentation. Data were analyzed descriptively using mean scores, percentages, and achievement categories. The findings showed that PjBL positively contributed to students’ conceptual understanding and SPS The mean pretest score was 61.3, while the mean posttest score increased to 84.7. Most students also achieved satisfactory academic performance, with 75.9% obtaining grade A. In addition, students demonstrated positive achievement in collaboration, scientific communication, and observation skills. These findings indicate that PjBL can support meaningful, active, and contextual learning in vocational pharmacy education, particularly in phytochemistry courses
Co-Authors Abdul Gani Agus Kistian Cut Maulina Dwi Putri Rejeki Fita Nelyza Ruslaini Ruslaini Safrijal Safrijal