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Insih Wilujeng
Natural Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Analysis of Teacher Needs for Science E-Book Teaching Materials Using the PBL Model with an In-Depth Learning Approach in Junior High Schools Kusmawati Kusmawati; Insih Wilujeng; Susilowati Susilowati
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i1.2759

Abstract

This study aims to analyze Science teachers’ needs regarding the development of a digital learning resource in the form of an e-book based on the Problem-Based Learning (PBL) model to support deep learning in junior high schools. Using a descriptive qualitative design, data were collected from 30 Science teachers in Meranti Islands Regency through an online questionnaire and interviews. The findings reveal that Science learning is still dominated by conventional printed textbooks, resulting in limited student engagement and challenges in understanding abstract concepts. Teachers identified several barriers to the use of digital learning materials, including limited ICT competence, insufficient technological facilities, and time constraints. Despite these challenges, the study indicates a strong demand for e-books with multimedia features, interactive components, structured project guidance, and collaborative learning support. Teachers believe that a PBL-based e-book has the potential to improve students’ concept mastery, critical thinking, and problem-solving skills by enabling self-paced learning and providing opportunities for inquiry and collaboration. These results underscore the importance of developing a PBL-oriented Science e-book as an innovative solution to align instructional practices with the Merdeka Curriculum and digital learning transformation
Scientific Literacy Skills through Palm-Oil–Based Contextual Science Learning Materials for Eighth-Grade Students Jasri Jasri; Insih Wilujeng; Susilowati Susilowati
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i1.2760

Abstract

This study investigates the scientific literacy skills of eighth-grade students through palm-oil–based contextual science learning in a junior high school located near a palm oil plantation area. A descriptive qualitative approach was employed with 40 students as research participants, and data were collected through a science literacy test based on the PISA 2025 Science Framework. The results show that students’ scientific literacy falls within the medium category across three domains: explaining scientific phenomena (50.2%), constructing and evaluating scientific investigations (45.30%), and using scientific information for decision-making and action (45.68%). Interview and documentation data support these findings, indicating that students are able to relate science concepts to real-world contexts but face challenges in inquiry skills, experimental design, and interpreting scientific evidence. The results also align with previous studies reporting that scientific literacy among Indonesian middle school students remains limited due to memorization-oriented learning, limited exposure to inquiry activities, and inadequate contextualization of science instruction. These findings imply the need for ethnoscience-based and inquiry-driven learning that integrates local potential—such as palm oil plantation phenomena—to foster students’ conceptual understanding, investigative competence, and evidence-based decision-making
Bridging the Critical Thinking Gap: Evidence-Based Development of STEM-Based Project-Based Learning E-Modules for Vocational Education N. Desti Pratiwi; Insih Wilujeng; Susilowati Susilowati
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 2 (2026): August
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i2.2844

Abstract

The rapid transformation brought by Industry 4.0 and Society 5.0 demands that vocational education graduates possess not only technical competencies but also higher-order thinking skills, particularly critical thinking. This study aims to analyse the level of vocational high school students’ critical thinking skills and to use the findings as an empirical basis for developing STEM-based Project-Based Learning (STEM-PjBL) e-modules. A quantitative descriptive design was employed involving 36 tenth-grade vocational students selected through random sampling. Data were collected using an essay-based test that measured five critical-thinking indicators: interpretation, analysis, evaluation, inference, and explanation. The results revealed that students’ overall critical thinking skills were at a moderate level, with strengths in interpretation and explanation, but weaknesses in analysis and inference. These findings indicate a significant gap in higher-order thinking skills, which are essential for solving real-world problems in vocational contexts. The study highlights the need for evidence-based instructional materials that specifically address these gaps. Therefore, the development of STEM-PjBL e-modules is proposed as a strategic approach to enhance students’ critical thinking through interdisciplinary, problem-based, and technology-supported learning. This research contributes to providing a diagnostic foundation for designing innovative learning resources in vocational education
Students’ Scientific Literacy Skills: A Preliminary Study for Developing a Deep Learning–Based E-Module Yulista Dewi Fajar Sari; Insih Wilujeng; Susilowati Susilowati
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 2 (2026): August
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i2.2846

Abstract

This study aims to analyze eighth-grade students' scientific literacy skills as a foundational assessment for developing a Deep Learning-based E-Module on the topic of Matter and Its Changes. Employing a quantitative descriptive approach with mixed-methods supplementation, the research involved 32 students at Bojonegoro Integrated Model Junior High School selected through random sampling. Data were collected using a scientific literacy test aligned with OECD (2025) PISA framework—measuring three core competencies: explaining scientific phenomena, evaluating and designing scientific investigations, and interpreting data and scientific evidence—complemented by classroom observations and stakeholder interviews. Quantitative data were analyzed using percentage achievement formulas and categorized according to established criteria, while qualitative data underwent thematic analysis. Results indicate that students' scientific literacy falls within the medium category (48.27% average), with explaining phenomena scoring highest (51.37%) and investigation design lowest (46.58%). Classroom observations revealed 58.3% teacher-centered instruction with minimal inquiry opportunities, while interviews identified strong student receptivity toward interactive digital learning. These findings establish specific design requirements for the proposed E-Module, including virtual laboratories, adaptive assessment, and personalized learning pathways targeting elevation to high competency levels (≥67%). This research contributes evidence-based foundations for technology-enhanced science education interventions addressing 21st-century competency development in resource-constrained contexts
Critical Thinking and Sustainability Awareness for PBL E-Module Development on Siak River Pollution Sutini Sutini; Insih Wilujeng; Susilowati Susilowati
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i1.2761

Abstract

This study aims to analyze junior high school students’ critical thinking skills and sustainability awareness as a basis for developing a Project-Based Learning (PBL) e-module on Siak River pollution. A mixed-methods descriptive design was employed involving 100 eighth-grade students from four schools in the Siak region. Quantitative data were collected using a critical thinking test and a sustainability awareness questionnaire, while qualitative data were obtained through classroom observations and teacher interviews. The results show that students’ critical thinking skills are low, with an average score of 40, particularly in evaluating and judging. Similarly, sustainability awareness is also low, with an average score of 39, especially in integrating sustainability values into daily behavior. Qualitative findings indicate that learning is still dominated by textbook-based and teacher-centered approaches, with limited integration of local environmental issues and minimal implementation of PBL. These findings suggest a gap between expected competencies and current practices. Therefore, the development of a PBL-based e-module integrating Siak River pollution is recommended to enhance students’ critical thinking and sustainability awareness through contextual and meaningful learning
Co-Authors Jasri Jasri Kusmawati Kusmawati N. Desti Pratiwi Susilowati Susilowati Sutini Sutini Yulista Dewi Fajar Sari