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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Eduscience (JES)
Indah Maysaroh Siagian
Universitas Negeri Medan
Education Other

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ANALISIS TINGKAT PENGETAHUAN MAHASISWA PENDIDIKAN IPA TENTANG DAMPAK KONSUMSI JUNK FOOD DI UNIVERSITAS NEGERI MEDAN Gabrie Tamahra Nainggolan; Indah Maysaroh Siagian; Rinda Annisa Fhutu Neva; Kezia Elmaesia Tarigan; Marlon Brando Hutahaean
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37233

Abstract

This study aims to evaluate the understanding of science education students at Medan State University about junk food and its effects on health. The background of this study reflects the increasing consumption of fast food among students, which can lead to various health problems such as obesity, diabetes, heart disease, and metabolic disorders. This study used a descriptive quantitative approach with a cross-sectional design. A total of 30 participants selected through purposive sampling technique completed a questionnaire that tested their understanding of the characteristics of junk food and its health impacts. The results revealed that the majority of students had a good understanding of junk food (66.6%) and the effects of junk food consumption (80%). This finding indicates that a science education background has a significant influence on improving nutritional literacy among students. The results of the Chi-Square test showed a significant relationship between the level of understanding of junk food and knowledge about the effects of junk food consumption (p = 0.001), indicating that the higher the students' knowledge about junk food, the better their understanding of its health risks. However, there were still a small number of participants with low knowledge, so there is a need to strengthen nutrition education through more focused and structured campus programs. This research is expected to be a reference for educational institutions in designing teaching strategies to improve healthy consumption patterns among students.
A DECADE OF SCIENCE EDUCATION RESEARCH IN INDONESIA: TRENDS, LEARNING MODELS, AND STUDENT OUTCOMES Teguh Febri Sudarma; Rara Amanda; Mayfa Dwi Arvi; Kezia Elmaesia Tarigan; Indah Maysaroh Siagian
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9396

Abstract

Purpose – This study aims to identify the most frequently examined learning models in science education research in Indonesia, map the most commonly studied learning outcomes, and analyze the patterns of relationships between the two.Methodology – This study employs an SLR  design following the PRISMA 2020 guidelines. Data retrieval was conducted via the Scopus database using the Publish or Perish application, covering the timeframe 2016–2025. Of the total 509 identified articles, 57 empirical studies were selected based on strict inclusion criteria. Data were analyzed using thematic synthesis to map the frequencies of models and outcomes, and to identify emerging patterns of relationships.Findings –The results indicate that IBL is the most frequently studied model (28 studies), followed by PBL and PjBL. The most commonly examined outcomes are critical thinking skills (21%), science process skills (17.5%), and academic learning outcomes. Relationship patterns fall into three configurations: one-to-many, many-to-one, and exclusive. Trends for 2024–2025 indicate a shift toward more holistic outcomes such as computational thinking, teachers’ pedagogical competencies, and reflective skills. This shift can be linked to the dynamics of the Merdeka Curriculum, the strengthening of project-based learning, and the demands of 21st-century competencies.Contribution – The dominance of the IBL model and the focus on critical thinking skills as learning outcomes reflect methodological convenience and alignment with curriculum policy rather than pedagogical superiority alone, with significant gaps remaining in non-dominant models (Cooperative Learning, Discovery Learning, ADDIE, Susan Loucks-Horsley) and non-cognitive learning outcomes. This study contributes theoretically through a relational model–outcome mapping framework that reveals one-to-many, many-to-one, and exclusive patterns, and practically by providing a basis for educators to select learning models and a roadmap for future research agendas.
Co-Authors Gabrie Tamahra Nainggolan Kezia Elmaesia Tarigan Marlon Brando Hutahaean Mayfa Dwi Arvi Rara Amanda Rinda Annisa Fhutu Neva Teguh Febri Sudarma