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Exploring Indonesian Students’ Views on Solar Panels and Fossil Fuels: Education for Sustainable Development Perspective Rusmana, Ai Nurlaelasari; Dhitareka, Putra Habib; Aini, Rahmi Qurota; Sya'bandari, Yustika
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15963

Understanding how young people perceive renewable and non-renewable energy sources is essential for aligning education with Sustainable Development Goals (SDGs). This study explores the perspectives of 748 Indonesian high school students on solar panel versus fossil fuels through an open-ended question. Different from previous studies, this work uses semantic network analysis to map the conceptual connections in students’ understanding, which provides us a structural perspective on students’ perceptions. Using semantic network analysis with NetMiner, 748 Indonesian students’ responses were categorized into five ideas: Fossil fuels formation (G1), Solar panel role in sustainability (G2), Practical benefits of solar panels (G3), Non-renewable resource concern (G4), and Unsustainable fossil fuels use (G5). The findings indicate that students have a basic understanding of environmental and resource-related issues. Most responses remain surface level with limited demonstration of critical thinking. Furthermore, students’ ideas primarily address the environmental and economic pillars of Education for Sustainable Development (ESD) while the social pillar is rarely discussed. These results highlight the need to improve ESD practices in Indonesia by explicitly integrating social dimensions into sustainability education. Empowering students to consider who is affected by sustainability decisions, and how they can contribute to fairer, more inclusive solutions can help to increase not only environmental awareness but also foster civic responsibility and empathy.

Measuring lower secondary school students’ attitude towards science across gender and socioeconomic status: Validation of the BRAINS instrument Rusmana, Ai Nurlaelasari; Husna, Hanna Nurul; Aini, Rahmi Qurota
Jurnal Kajian Pendidikan IPA Vol 5 No 1 (2025): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v5i1.42594

The attitude toward science has been studied among science education researchers for over 50 years. This study aims to test the validity of BRAINS (Behaviors, Related Attitudes, and Intentions toward Science) instrument using the IRT analysis and measure science attitude among lower secondary school students by comparing gender and socioeconomic status (SES). About 30 items of BRAINS instrument was administered to 1001 students. IRT analysis was run using TAM package in R to examine the instrument dimensionality, the item fit properties, the EAP (Expected A Posteriori) reliability, and WLE (Weighted Maximum Likelihood Estimation) reliability while LORDIF package in R was used to test the generalizability. Later, two-way ANOVA and clustering of students’ response were performed using the SPSS and mclust package in R, respectively. Generally, IRT analysis indicated that the BRAINS instrument is proper to measure the students’ attitude toward science. BRAINS consisted of five dimensions, and most BRAINS items had a good fit with the IRT. Item reliability was good in all dimensions, while person reliability was fair in two dimensions. The generalizability test showed that some items were flagged for differential item functioning (DIF). Regarding attitude towards science, females had a higher attitude towards science than males, significantly in behavior, intention and normative dimensions. Furthermore, a higher science attitude was found among low SES than high SES students, although this was only significant in control dimension. Clustering analysis revealed two groups of students based on their attitude towards science (those with high and low scores) and most of students in this study are classified into low science attitude group. The findings of this study imply that specific actions are needed to improve students’ attitudes towards science, especially among students from less privileged backgrounds. Schools could adopt inclusive, student-centered, and inquiry-based science teaching to make science more engaging. Keywords: Attitude toward science, BRAINS, IRT analysis, Secondary school, Validity.

Exploring Indonesian Students’ Views on Solar Panels and Fossil Fuels: Education for Sustainable Development Perspective Rusmana, Ai Nurlaelasari; Dhitareka, Putra Habib; Aini, Rahmi Qurota; Sya'bandari, Yustika
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15963

Understanding how young people perceive renewable and non-renewable energy sources is essential for aligning education with Sustainable Development Goals (SDGs). This study explores the perspectives of 748 Indonesian high school students on solar panel versus fossil fuels through an open-ended question. Different from previous studies, this work uses semantic network analysis to map the conceptual connections in students’ understanding, which provides us a structural perspective on students’ perceptions. Using semantic network analysis with NetMiner, 748 Indonesian students’ responses were categorized into five ideas: Fossil fuels formation (G1), Solar panel role in sustainability (G2), Practical benefits of solar panels (G3), Non-renewable resource concern (G4), and Unsustainable fossil fuels use (G5). The findings indicate that students have a basic understanding of environmental and resource-related issues. Most responses remain surface level with limited demonstration of critical thinking. Furthermore, students’ ideas primarily address the environmental and economic pillars of Education for Sustainable Development (ESD) while the social pillar is rarely discussed. These results highlight the need to improve ESD practices in Indonesia by explicitly integrating social dimensions into sustainability education. Empowering students to consider who is affected by sustainability decisions, and how they can contribute to fairer, more inclusive solutions can help to increase not only environmental awareness but also foster civic responsibility and empathy.

CAPTURING CURRENT RESEARCH TRENDS ON THE UTILIZATION OF CHATGPT IN SCIENCE EDUCATION Utami, Amaira; Rusmana, Ai Nurlaelasari; Rahayu, Dita Puji
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93046

In this modern era, the emergence of artificial intelligence (AI) in the educational context has brought significant benefits to teachers and students. One widely used artificial intelligence type is large language models (LLMs) like ChatGPT. This study aims to capture the current research trend related to the use of ChatGPT in the context of science education. A bibliometric analysis was conducted using the Scopus database to analyze current research trends on ChatGPT and Science Education. A total of 74 documents published in 2023-2025 were collected. Rstudio, OpenRefine, VOSviewers, and Microsoft Excel were utilized to analyze the data. It is perceived that Goethe University Frankfurt, National Cheng Kung University, Technical University of Munich, and University College London are the most productive affiliations, with eight publications over the timespan. Moreover, the USA is the leading country, with 51 publications, as one of the high-yielding countries. Citation analysis was carried out to define the most impactful author. It is known that Grant Cooper from Curtin University is the most impactful author. To sum up, this study contributes to presenting current research trends related to the use of ChatGPT in science education that might provide insightful information for future research.

INDONESIAN HIGH SCHOOL STUDENTS’ METACOGNITIVE AWARENESS BY GENDER AND GRADE: VALIDATING MAI USING IRT ANALYSIS RUSMANA, AI NURLAELASARI
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i4.4089

Metacognition is significant in fostering students' academic success and self-regulated learning. This study explores the metacognitive awareness of Indonesian high school students in science learning, with a focus on the effects of gender and grade level. Using the Metacognitive Awareness Inventory (MAI), a widely utilized self-report instrument, data were collected from 185 Indonesian high school students, majoring in science, across 10th and 11th grades in public and private schools. To ensure the validity and reliability of the instrument within this context, the study employed an Item Response Theory (IRT) framework using the TAM package in R. The analysis examined dimensionality, item fit, and reliability metrics, ensuring the suitability of the 19-item MAI subset. Subsequent analyses using two-way ANOVA in IBM SPSS Statistics 29 evaluated differences in metacognitive awareness across gender and grade levels. IRT analysis confirmed the suitability of the MAI for measuring high school students’ metacognitive awareness, identifying two dimensions: knowledge of cognition and regulation of cognition. All items showed good fit to the IRT framework, and item as well as person reliability across dimensions was fair to good categories. With regards to high school students’ metacognitive awareness, female students generally demonstrated higher awareness than male students, particularly in regulation of cognition dimension. The findings align with prior research emphasizing the influence of biological and social factors on establishing gender differences in metacognition. Additionally, 10th-grade students demonstrated greater metacognitive awareness in the knowledge of cognition dimension than 11th graders, suggesting that younger students may engage more in reflective practices and maintain a stronger innate curiosity, which fosters metacognitive development. ABSTRAKMetakognisi memiliki peranan penting dalam mendorong keberhasilan akademik dan regulasi diri siswa. Penelitian ini mengeksplorasi kesadaran metakognisi siswa SMA di Indonesia dalam pembelajaran sains, dengan fokus pada variabel gender dan tingkat kelas. Dengan menggunakan Metacognitive Awareness Inventory (MAI), salah satu instrumen metakognisi yang paling banyak digunakan, data pada penelitian ini dikumpulkan dari 185 siswa SMA Indonesia jurusan sains di kelas 10 dan 11 dari sekolah negeri dan swasta. Penelitian ini menggunakan kerangka Item Response Theory (IRT) atau teori respon butir untuk menguji validitas dan reliabilitas instrumen ini pada R dengan paket TAM. Analisis validitas mencakup uji dimensi instrumen, kecocokan item, dan uji reliabilitas terhadap 19 butir MAI. Adapun analisis lanjutan menggunakan two-way ANOVA pada IBM SPSS Statistics versi 29 untuk mengevaluasi perbedaan kesadaran metakognisi berdasarkan gender dan tingkat kelas. Hasil analisis IRT mengonfirmasi kesesuaian instrumen MAI untuk mengukur kesadaran metakognisi siswa SMA, dengan mengidentifikasi dua dimensi: pengetahuan tentang kognisi (knowledge of cognition) dan regulasi kognisi (regulation of cognition). Semua item MAI menunjukkan kecocokan dengan kerangka IRT serta indeks reliabilitas item dan person pada setiap dimensi berada dalam kategori cukup hingga baik. Terkait kesadaran metakognisi siswa SMA, siswa Perempuan umumnya menunjukkan kesadaran metakognisi lebih tinggi dibandingkan siswa laki-laki, terutama pada dimensi regulasi kognisi. Temuan ini sejalan dengan penelitian sebelumnya yang menyoroti pengaruh faktor biologis dan sosial dalam membentuk perbedaan gender dalam metakognisi. Selain itu, siswa kelas 10 menunjukkan kesadaran metakognisi yang lebih tinggi pada dimensi pengetahuan tentang kognisi dibandingkan siswa kelas 11. Hal ini juga menunjukkan bahwa siswa yang lebih muda cenderung lebih sering terlibat dalam aktivitas reflektif dan mempertahankan rasa ingin tahu yang kuat sehingga mendorong perkembangan metakognisinya.

Assessing Overconfidence in Science Learning Through Local Metacognitive Judgments: A Comparison Across Gender, Country, and Grade Level Rusmana, Ai Nurlaelasari; Nuraeni, Eni; Rachmatullah, Arif; Ha, Minsu
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.26513

Since overconfidence bias negatively impacts the student learning process, it is crucial to understand how to measure it effectively. While the global metacognitive judgment is commonly used to assess overconfidence, it lacks specificity, making it difficult to identify the particular concepts in which students exhibit overconfidence. This study proposes the use of local metacognitive judgment to measure overconfidence and examines the validity inferences of this instrument through Rasch analysis. Additionally, the study aims to compare overconfidence across gender, country, and grade level. Two studies in science learning were conducted: the first involved 532 Indonesian and Korean high school students (both male and female), who answered 24 items on Genetics and Evolution with a confidence scale; the second study included 376 undergraduate students from various semesters (grade levels) who completed 25 Genetics items with a confidence scale. Rasch analysis was used to assess the validity and reliability of the local metacognitive judgment. The results indicated that the instrument is psychometrically valid and highly reliable. Furthermore, the findings revealed that Indonesian students exhibited significantly higher overconfidence than Korean students, males were more overconfident than females in both countries, and undergraduate students showed peak overconfidence when first learning genetics concepts at university. These findings are consistent with previous research using global metacognitive judgment. Therefore, the local metacognitive judgment is a valid tool that offers practical advantages over global approaches, as it provides item-specific overconfidence data, enabling educators to identify and address overconfidence in specific concepts rather than relying on overall scores.

The ThinkFeels Diary for exploring junior high school students' mental health in science class Rusyati, Lilit; Agustin, Rika Rafikah; Rusmana, Ai Nurlaelasari; Melati, Putri Sekar; Erza, Nola Putri; Pujirana, Andi Isni; Rahmah, Siti Auliya; Maulidah, Shopi Setiawati; Nurlaeli, Kamilah Kurnia; Ibrahim, Achmad; Fauziah, Nisa; Azizah, Dyantie Nur; Qorina, Azizah; Setiawan, Ade; Anggraeni, Isty; Nufuz, Salma Hayatun
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

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.

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