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All Journal Jurnal Inovasi Pendidikan dan Sains
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
Co-Authors Jasri Jasri Kusmawati Kusmawati Susilowati Susilowati