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Science Literacy Competency Profile of Science Education Students in Understanding the Concept of Thermodynamics Rif'atul Himmah; Budi Jatmiko; Binar Kurnia Prahani; Iqbal Ainur Rizki
IJORER : International Journal of Recent Educational Research Vol. 5 No. 6 (2024): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i6.724

Objective: This study aimed to analyze the science literacy competency profile of science education students in understanding thermodynamics concepts at the State University of Surabaya, with a specific focus on identifying competency levels and gender differences in science literacy achievement. Method: A quantitative descriptive research was conducted involving 35 students from Science Education Class B, selected through random sampling. Data collection was conducted using a science literacy test instrument adapted from the 2025 PISA framwork, consisting of 15 questions (10 multiple choice and 5 essay question) designed to measure three primary science compenties. Results: The analysis revealed that 51.42% of students achieved a proficient level, 28.58% reached an advanced level, and 20% were at a basic level. Students showed the highest competency in explaining scientific phenomena (74.4%), followed by constructing and evaluating scientific investigations (65.7%), and lowest in research and scientific information used for decision-making (60.6%). Female students exhibited slightly better performance, with a 4-point advantage over their male counterparts. Novelty: This study provides a detailed analysis of science literacy competencies in understanding thermodynamics among pre-service science teacher. It also incorporates the lates 2025 PISA framework and highlights gender-based performance differences. The findings provide valuable insights for developing targeted interventions in science teacher education programs, particularly in strengthening evidence-based decision-making skills and practical applications of thermodynamics concepts.

Effectivity of STEAM Education in Physics Learning and Impact to Support SDGs Denissa Putri Awwalina; Irgy Redityo Dawana; Dwikoranto Dwikoranto; Iqbal Ainur Rizki
Journal of Current Studies in SDGs Vol. 1 No. 1 (2025): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.1.8

Objective: This study aims to identify trends, visualize trend mapping, document sources, types, and determine which countries contribute the most, identify top authors, and explore opportunities for STEAM-based physics learning publications in improving SDG 4 in educational research. Method: This research was conducted using bibliometric analysis and systematic review methods, employing the PRISMA framework to gather relevant data for the discussion. The Scopus database was used, providing data in the form of a CSV file. The analyses were visualized using the VOSViewer application. Results: The data mapping reveals several impactful studies, including: 1) the role of STEAM learning in achieving the 4th sustainable development goal; 2) cell engineering as a contributor to the 13th sustainable development goal; 3) renewable energy sources such as biomass, geothermal energy, steam turbines, and solar energy to support the achievement of SDG 7, as well as the importance of energy efficiency in reducing carbon emissions to contribute to SDG 13. The most common source type identified is journals, with 83 publications, while articles represent the predominant documented type with 67 publications. The United States stands out as the leading country, contributing 42 publications. Additionally, the top authors identified in this study are Hsiao, P.W. and Su, C.H., with a total of 39 citations. Novelty: This research is novel because it specifically evaluates the STEAM learning model's effectiveness in enhancing SDG 4 within the context of physics education.

Effectivity of STEAM Education in Physics Learning and Impact to Support SDGs Denissa Putri Awwalina; Irgy Redityo Dawana; Dwikoranto Dwikoranto; Iqbal Ainur Rizki
Journal of Current Studies in SDGs Vol. 1 No. 1 (2025): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.1.8

Objective: This study aims to identify trends, visualize trend mapping, document sources, types, and determine which countries contribute the most, identify top authors, and explore opportunities for STEAM-based physics learning publications in improving SDG 4 in educational research. Method: This research was conducted using bibliometric analysis and systematic review methods, employing the PRISMA framework to gather relevant data for the discussion. The Scopus database was used, providing data in the form of a CSV file. The analyses were visualized using the VOSViewer application. Results: The data mapping reveals several impactful studies, including: 1) the role of STEAM learning in achieving the 4th sustainable development goal; 2) cell engineering as a contributor to the 13th sustainable development goal; 3) renewable energy sources such as biomass, geothermal energy, steam turbines, and solar energy to support the achievement of SDG 7, as well as the importance of energy efficiency in reducing carbon emissions to contribute to SDG 13. The most common source type identified is journals, with 83 publications, while articles represent the predominant documented type with 67 publications. The United States stands out as the leading country, contributing 42 publications. Additionally, the top authors identified in this study are Hsiao, P.W. and Su, C.H., with a total of 39 citations. Novelty: This research is novel because it specifically evaluates the STEAM learning model's effectiveness in enhancing SDG 4 within the context of physics education.

Integrating Technology and Ethnophysics to Support Sustainable Education and Cultural Preservation through Traditional Games of Gasing and Hula Hoop in Rotational Physics Learning Syahani Tazkya Mardatillah; Sofyarani Karunia Shanty; Nasihatin Auliya; Nurita Apridiana Lestari; Iqbal Ainur Rizki
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 1 (2025): APRIL
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.1.38

Objective: This study explores the rotational physics concepts embedded in traditional children's games, specifically gasing (pulling tops) and hula hoops, to support sustainable education and cultural preservation. The research integrates ethnophysics and technological analysis to examine how these games can be utilized in contextual and meaningful physics learning. Method: This research used a qualitative exploratory approach to map physical phenomena in traditional games. Data were collected through purposive sampling involving two participants with expertise in playing gasing and hula hoop. Data collection methods included observation, interviews, and literature review. To support deeper analysis, digital technology such as slow-motion video recording, motion-tracking applications (e.g., Phyphox), and angular velocity sensors were used to visualize and quantify rotational motion. Results: The findings indicate a strong correlation between the mechanics of traditional games and the principles of rotational motion, such as torque, angular velocity, moment of inertia, and conservation of angular momentum. Both gasing and hula hoop exhibit consistent patterns of rotation around a fixed axis, which are fundamental concepts in rotational dynamics. Technology integration allowed for enhanced visualization and interpretation of motion parameters, enriching the learning process. Novelty: The study offers a novel interdisciplinary approach by combining local cultural practices with digital technology to facilitate physics learning. It bridges traditional knowledge with modern scientific tools, supporting SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities). This ethnophysics-based framework contributes to culturally responsive pedagogy and digitalized STEM education.

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