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All Journal Jurnal Pendidikan Matematika dan IPA Journal of Educational Science and Technology Abjadia, International Journal of Education Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Jurnal SOLMA Formatif: Jurnal Ilmiah Pendidikan MIPA Dinamisia: Jurnal Pengabdian Kepada Masyarakat PENDIPA Journal of Science Education CARADDE: Jurnal Pengabdian Kepada Masyarakat Kasuari: Physics Education Journal (KPEJ) Jurnal Pendidikan Teknik Mesin Undiksha Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Bulletin of Information Technology (BIT) Makara Journal of Science Journal of Mathematics Science and Computer Education JIPI (Jurnal IPA dan Pembelajaran IPA) Unnes Science Education Journal Jurnal Penelitian Pembelajaran Fisika Indonesian Journal of Science and Education Journal of Environmental and Science Education SPEKTRA: Jurnal Kajian Pendidikan Sains
Lintang Auliya Kurdiati
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Where is Environmental Issue Integration in Science Education Heading? Bibliometric Evidence on Emerging Research Frontiers Lintang Auliya Kurdiati
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19223

Abstract

This study aims to analyze the integration of environmental issues in science education by systematically mapping research evolution and identifying emerging trends between 2015 and 2025. Employing a Systematic Literature Network Analysis (SLNA), the study combines a PRISMA-guided systematic literature review with bibliometric network analysis using Biblioshiny and VOSviewer. Data were retrieved from Scopus through a refined search strategy limited to peer-reviewed, open-access journal articles in the social sciences domain. Following PRISMA-based screening, 63 articles were analyzed to identify publication trends, influential contributors, thematic structures, and emerging research directions. The results reveal a notable increase in publication output after 2019 and the formation of five dominant thematic clusters: science education and literacy, sustainability education, socio-scientific reasoning, teacher professional development, and STEM integration. Keyword co-occurrence and density analyses indicate growing convergence around sustainability, inquiry-based learning, and ethical reasoning, highlighting these areas as key research frontiers. These findings emphasize the importance of integrating sustainability competencies into science curricula and strengthening teacher professional development to address environmental socio-scientific issues. Future pedagogical approaches should focus on inquiry-based STEM learning, socio-scientific issues (SSI)–based instruction, and ethics-oriented environmental reasoning to enhance students’ critical thinking and responsible decision-making regarding environmental challenges.
Expert Review and Rasch Modelling of a Sustainability Awareness Instrument in the Context of Peatland Climate Realities under Global Warming Pressures Lintang Auliya Kurdiati; Apit Fathurohman
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.23264

Abstract

Sustainability awareness among students is crucial for fostering environmentally responsible behaviors, particularly concerning peatlands’ role in global warming. However, a valid and reliable measurement tool is needed to assess students’ awareness effectively. This study aims to examine the validity and reliability of a questionnaire designed to measure secondary school students’ sustainability awareness in this context. A descriptive survey design was employed, involving 40 participants eight expert validators and 32 students. Data were collected through expert validation and questionnaire distribution. Content validity was assessed by four content experts and four readability experts, while item validity and reliability were analyzed using the Rasch model. Results indicated a high content validity score (91%), confirming the questionnaire’s effectiveness in measuring students’ knowledge, attitudes, and behaviors. The item validity test showed all statement items were valid, and reliability analysis yielded strong internal consistency (Cronbach’s Alpha: 0.84 for person reliability and 0.85 for item reliability). These findings suggest that the questionnaire is a reliable instrument for assessing sustainability awareness. The study contributes to environmental education by providing a scientifically validated tool for measuring students’ understanding of sustainability, which can inform future curriculum development and policy-making efforts to enhance environmental awareness among students.
Developing Mobile Learning of Physics (MOBLEP) with android-based problem-based learning approach to improve students’ learning independence Apit Fathurohman; Murniati Murniati; Sukemi Sukemi; Esti Susiloningsih; Erni Erni; Lintang Auliya Kurdiati; Samsuryadi Samsuryadi
Momentum: Physics Education Journal Vol. 7 No. 1 (2023)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v7i1.7980

Abstract

This development research aims to produce Mobile Learning of Physics (Moblep) by applying Android-based Problem Based Learning Approach to Increase Student Learning Independence which is valid and practical. The development model used is the Rowntree model modified with Tessmer's formative evaluation method. The tessmer's formative evaluation stages in this study include self-evaluation, expert review, one-to-one, and small group. At the expert review stage, data were collected through interviews, expert tests, and questionnaires using nine material experts, nine design experts, and eleven language experts. The one-to-one stage and the small group stage were carried out at SMA Negeri 1 Suak Tapeh. The results showed that the Mobile Learning of Physics (Moblep) with the Android-based Problem-Based Learning Approach that was developed, based on the results of the expert review, obtained a total percentage score of 94.73% from the validator and was included in the "very valid" category. Based on the results of the student response questionnaire at the one-to-one evaluation stage, the average percentage was 83.5%, and at the small group stage, the average percentage was 95.2%, so this Moblep was included in the "very practical" category.The implication of this research is that the results of this study can be applied as reference material and considered as additional references for further research.
Collaborative Integration of Indigenous Knowledge and Pedagogical Approaches in Science Education: A Systematic Review of Epistemological Perspectives (2020–2025) Lintang Auliya Kurdiati
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40284

Abstract

Equipping learners to address contemporary environmental, technological, and societal challenges is a central objective of science education. However, curricula frequently prioritize Western scientific paradigms, resulting in the marginalization of indigenous knowledge systems that offer culturally meaningful and locally grounded insights. This systematic review synthesizes 11 empirical studies published between 2020 and 2025 that investigate the collaborative integration of indigenous knowledge and pedagogical approaches in science education, focusing on epistemological perspectives and educational implications. A comprehensive search was conducted across major academic databases, and relevant studies were screened using explicit inclusion and exclusion criteria to ensure rigor. The final corpus was analyzed to identify research characteristics, models of collaboration, epistemological lenses, and practical mechanisms. Findings indicate that collaborative integration strategies, including co-designed STEAM/STEM curricula and culturally responsive pedagogical approaches, enhance learner engagement, promote epistemic pluralism, and support contextually grounded learning experiences. Epistemological frameworks such as contextual constructivism, relational knowledge, and ethnoscience underpin effective integration, guiding curriculum design and instructional practice. The review concludes that embedding indigenous knowledge collaboratively with pedagogical strategies is critical for culturally responsive science education and offers actionable insights for educators, curriculum developers, and policymakers seeking pluralistic, context-sensitive, and ethically informed learning environments.
Konsep Fisika dalam Produksi Bakpia Tradisional: Eksplorasi Proses Kuliner Lokal sebagai Sumber Pembelajaran Kontekstual Lintang Auliya Kurdiati
PendIPA Journal of Science Education Vol 10 No 1 (2026): January - March
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.1.284-296

Abstract

Traditional culinary practices often involve physics processes that can be interpreted through scientific principles, yet these phenomena are rarely explored as contextual learning resources in physics education. This study aims to identify and analyze physics concepts embedded in the traditional production of bakpia, a well-known local pastry from Yogyakarta, Indonesia. The research employed a qualitative descriptive approach through direct observation and documentation of the dough mixing and roasting stages in a local bakpia production setting. The observed processes were then analyzed using fundamental physics concepts, particularly in the domains of mechanics and heat transfer. The results indicate that the dough mixing stage reflects principles of rotational motion, pulley transmission, angular velocity, frictional interaction, and mechanical power, while the roasting stage demonstrates multiple heat transfer mechanisms, including conduction, convection, and radiation. These findings reveal that traditional bakpia production inherently embodies scientific principles that can be explained through physics concepts. The study highlights the potential of local culinary practices as meaningful contextual resources for physics learning, contributing to the development of culturally relevant and context-based science education.
Co-Authors Abidin Pasaribu Adikara, Fahmi Surya Agung Mataram Ahmad Fali Oklilas Aldi, Muhamad Abel Kirana Alisya, Rona Almafie, Muhammad Rama Alshah, Putri Herdiyanti Apit Fathurohman Apriana, Rosalina Azhar Azhar Dani, Rahma Erni Erni Erni Erni Esti Susiloningsih Fathurohman*, Apit Fathurohman, Apit Ghazali Al Fharezi, Mochamad Hadi Hadi Henny Helmi Hertias Ningrum, Liza Ida Sriyanti Idjan, Meutia Kamilatun Nuha Ap Ina Agustina Ismet Ismet, Ismet Kistiono Kistiono Kistiono Kistiono Kistiono Kistiono Leni Marlina Leni Marlina Lita Luciana Ludiansyah, Anggi Muhammad Yusuf Murniati . Nely Andriani, Nely Priti Rani Mega Putri Rudi Hermawan Sabar Nurohman Samsuryadi Samsuryadi Samsuryadi Samsuryadi Saparini Saparini Sukemi Sukemi Syarifuddin Taufik Hidayat