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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Education
Dewi Juita
Universitas Islam Negeri Imam Bonjol Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Collaboration Skills of Phase F High School Students through the Use of Physics Electronic Modules Based on Project Based Learning Integrated with Local Wisdom Maelo Pukek Dewi Juita; Feny Irawani
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11082

Abstract

This research was motivated by the low collaboration skills of high school students in phase F. This was due to a lack of teaching materials that were suitable for the characteristics of physics learning, which emphasizes direct experience for students, and that were suitable for the characteristics of the students being taught. Modules are very suitable for use in the learning process because they can be adapted to student characteristics and needs. Electronic modules based on project-based learning (PjBL) are able to provide direct experiences to students. The integration of electronic PjBL modules with local maelo pukek wisdom, which is closely related to students' lives, is very appropriate for collaboration. Students create miniatures of maelo pukek with their peers by incorporating physics concepts into them, which can develop students' collaboration skills. The physics concept that supports the process of making this net is the concept of fluid dynamics. This study was conducted to determine the level of students' collaborative skills through the use of electronic modules. The research approach used was quantitative with a pre-experimental method. The results showed that students' collaborative skills were quite good, with an average score of 75.00 in the use of project-based electronic modules integrated with local wisdom related to maelo pukek. The ability to provide feedback and discuss with peers is the best indicator of collaborative skills.
A Systematic Literature Review: Integration of Project-Based Learning, Entrepreneurship, and Ethnoscience in Science Education Dewi Juita; yulkifli; yerimadesi; Muhyiatul Fadhillah; festiyed; asrizal; Yusmaridi M
Indonesian Journal of Science and Education Vol. 10 No. 1 (2026): Indonesian Journal of Science and Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v10i1.3241

Abstract

This study systematically reviews the integration of Project-Based Learning (PjBL), entrepreneurship, and ethnoscience in science education as a transformative 21st-century learning framework that connects scientific inquiry, cultural values, and entrepreneurial competencies. Although these concepts have been widely examined separately, studies that integrate all three remain limited. This study employed a Systematic Literature Review (SLR) approach guided by the PRISMA framework to ensure transparency and methodological rigor. Data were retrieved from the Scopus database, yielding 263 initial articles. After applying inclusion and exclusion criteria, 12 relevant articles published between 2022 and 2025 were selected for final analysis. The findings indicate that PjBL functions as a central pedagogical bridge connecting entrepreneurship and ethnoscience by promoting contextual, culture-based, and product-oriented science learning. The reviewed studies were dominated by quasi-experimental and Research and Development (R&D) designs. The most frequently targeted competency was entrepreneurship (44%), followed by critical thinking (17%) and cultural character (11%). Based on these findings, this study proposes an Ethnoscience-Based Project-Based Entrepreneurship Learning (PBEL) model to strengthen students’ creativity, collaboration, innovation, and cultural awareness. The proposed model offers a promising framework for advancing science education that is locally grounded, competence-oriented, and responsive to 21st-century learning demands.
Co-Authors Asrizal Feny Irawani Festiyed Muhyiatul Fadhillah Yerimadesi Yulkifli Yusmaridi M