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SEJ (Science Education Journal)
Published by Universitas Muhammadiyah Sidoarjo
ISSN : 25409859     EISSN : 25409859     DOI : https://doi.org/10.21070/sej
Core Subject : Education,
Education
Aim: to facilitate scholar, researchers, and teachers for publishing the original articles of review articles. Scope: Natural Science Education at primary, secondary, and higher education include: 1. Physics Education 2. Biology Education 3. Chemistry Education 4. Integrated Science Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 103 Documents
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Implementation of Practicum Method as a Strategy to Strengthen Science Process Skills at Secondary School Level Jannah, Rikhatul; Wulandari, Ria
SEJ (Science Education Journal) Vol. 9 No. 1 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i1.1700

Abstract

Science process skills are an important aspect in science learning and play a role in training students' scientific thinking skills. However, facts in the field show that students still have difficulties in making systematic observations, formulating hypotheses, designing and conducting experiments, and interpreting data appropriately. This condition is exacerbated by the lack of practicum activities that can train science process skills. The purpose of this study was to describe the implementation of the practicum method on the science process skills of junior high school students. This type of research is a quasi-experiment with a non-equivalent control group research design. The study population was 115 students and the sample was 46 students. The sampling technique used random sampling which was grouped into control and experimental classes. The data analysis technique used N-gain and Mann Whitney test. The results showed that there was no increase in science process skills in the control and experimental classes. In addition, there was no significant difference between the science process skills of the control and experimental classes. It can be concluded that the practicum method in this study did not have an impact on students' science process skills.
Are Scrapbooks Able to Increase Tsunami Disaster Literacy? An Analytical Study of Junior High School Students Materials Septaria, Kiki; Fatharani, Atika; Baihaqi, Ahmad
SEJ (Science Education Journal) Vol. 9 No. 2 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i2.1656

Abstract

Tsunami disaster mitigation is a crucial aspect of enhancing community preparedness, particularly among junior high school students in tsunami-prone areas. However, students' disaster literacy remains low due to the lack of engaging and interactive learning media. This study aims to develop and evaluate the effectiveness of Scrapbook-based learning media in improving students’ tsunami disaster literacy. Using a Research and Development (R&D) approach, this study follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and employs a mixed-method approach combining quantitative and qualitative methods. The research involved four expert validators (material, media, language, and disaster mitigation practitioners) and 65 students from Al-Amin Junior High School, with an initial trial conducted on 15 students. The validation results indicate that the developed Scrapbook media is valid, with an average assessment score of 84%. The paired sample t-test revealed a significant improvement in students' disaster literacy, with a significance value of 0.000 < 0.005. These findings demonstrate that Scrapbook media effectively enhances students' understanding of tsunami disaster mitigation. The implications of this study highlight the importance of integrating interactive and visually engaging learning media into disaster education curricula to foster student engagement and strengthen their preparedness for future disasters.
Banana Peel Bio-Battery Project-Based Electronic Worksheet: Enhancing Creative Thinking and Psychomotor Skills Raharjo, M. Arya Nata; Herlina, Kartini; Wicaksono, B. Anggit
SEJ (Science Education Journal) Vol. 9 No. 2 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i2.1701

Abstract

This study aims to develop a project-based electronic student worksheet on banana peel bio-battery (hereinafter referred to as a project-based e-LKPD) to process banana peel waste into a simple bio-battery and to examine its validity, practicality, and effectiveness in improving students’ creative thinking and psychomotor skills. The product was developed using the 4D model (Define, Design, Develop, Disseminate) and grounded in Social Constructivism theory. It was tested on 15 Grade X high school students. Validation by material, media, and learning experts yielded an average score of 3.29 (on a 1–4 scale), indicating very good quality in terms of content and instructional design. Practicality was assessed through readability (97%), student questionnaire responses (95%), and teacher perceptions (88.09%), confirming that the project-based e-LKPD is easy to use, well-received, and allows students to complete project tasks with minimal difficulty. The effectiveness test showed an average score of 82.1 for creative thinking skills and 75.2 for psychomotor skills (both on a 0–100 scale), demonstrating significant improvement in both competencies. These results confirm that the project-based e-LKPD on banana peel bio-battery is valid, practical, and effective as an innovative learning tool to promote higher-order thinking, hands-on skills, environmental awareness, and understanding of renewable energy.
Developing Android-Based Interactive Multimedia with Madurese Culture to Enhance Students’ Learning Outcomes in Classroom Action Research Azizah, Fikrotul; Tamam, Badrud
SEJ (Science Education Journal) Vol. 9 No. 2 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i2.1703

Abstract

This study aims to improve Grade VII students’ learning outcomes on the topic of the Life Organization System by implementing the culturally responsive “Bebek Songkem” Android-based interactive multimedia. The media was designed to address students’ difficulties in understanding abstract biological concepts while providing contextual learning linked to local Madurese culture. The research employed the Classroom Action Research (CAR) model of Kemmis and McTaggart, consisting of the stages of planning, action, observation, and reflection. The participants were 30 students of Class VII-B at UPTD SMPN 5 Bangkalan. Data were collected through pre-tests and post-tests in each cycle and analyzed using gain score. The results showed a consistent improvement in learning outcomes. In Cycle I, the average score increased from 33.33 to 57.00 with a gain score of 0.355 (moderate). In Cycle II, the mean score increased from 43.33 to 86.00 with a gain score of 0.761 (high). These findings demonstrate that integrating local cultural elements into interactive multimedia can enhance students’ comprehension, engagement, and overall science learning performance.
PjBL-based Green Chemistry Module: Internalizing Creative and Moral Character in the Context of Wetlands Rahayu, Sri; Suyidno, Suyidno; Suryajaya, Suryajaya; Fahmi, Fahmi
SEJ (Science Education Journal) Vol. 9 No. 2 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i2.1706

Abstract

Creative and moral characters developtment is essential in the industrial Era 4.0, but these characters are less integrated in wetland environment-based learning. This study aims to analyze the feasibility of a green chemistry module based on Project-Based Learning (PjBL) to train creative and moral characters in the context of wetlands. This research uses the ADDIE development model. The validation test involved five experts or practitioners, limited trials, and implementation on groups of 15 and 35 students. Data collection utilized module validation instruments, content readability assessments, learning observations, and student responses. The validation results showed that the module had high validity with a score of 90.00. The readability of the module content was very good, with a score of 90.83. Project-based learning can be effectively carried out in limited trials and implementation. Additionally, expressed positive responses regarding of satisfaction, creativity, and moral character. It was concluded that the PjBL-based green chemistry module was feasible for use in training students to develop creative and moral characters in the context of wetlands.
Effectiveness of Digital Media-Based Contextual Learning on Critical and Creative Thinking Skills in Photosynthesis for Elementary Students Gumilar, Gumgum; Harsono, Harsono; Wulandari, Murfiah Dewi; Widyasari, Choiriyah
SEJ (Science Education Journal) Vol. 9 No. 2 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i2.1713

Abstract

This study aims to examine the effectiveness of contextual strategies based on digital media in improving critical and creative thinking skills on photosynthesis material in elementary schools. This study was conducted at SDN Sukasenang, Singaparna, Tasikmalaya, West Java. The population and sample of this study were fourth-grade students, with a total of 116 students. The sampling technique used was availability sampling or area sampling using a quantitative experimental control group pretest-posttest research method. Data were collected through pretest and posttest tests, and analyzed using the t statistical test and one way ANOVA. The results showed that contextual learning strategies based on digital media were effective in improving students' critical and creative thinking skills, with a significant increase in posttest scores compared to pretests. The average contextual score on critical thinking skills increased from 80.93 on the pretest to 87.52 on the posttest, and the average contextual score on creative thinking skills increased from 74.86 on the pretest to 81.40 on the posttest. This study confirms that digital media-based contextual strategies have a positive impact on the development of critical and creative thinking skills of grade 4 students of Sukasenang Tasikmalaya public elementary school, with digital media-based contextual strategies on critical thinking skills showing superior results. Based on these findings, researchers hope to make a meaningful contribution to the development of the world of education.
Learners’ Needs Analysis for the Development of Reaction Rate Experimental Videos Marganingtyas, Arinda; Hartati, Yuli; Erika, Farah; Kusumaningtyas, Pintaka; Rahmadani, Agung
SEJ (Science Education Journal) Vol. 9 No. 2 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i2.1723

Abstract

Understanding chemical reaction rates requires practical experiences that allow students to observe factors influencing reaction speed. However, limited laboratory equipment and materials in many schools hinder the implementation of meaningful experiments. This study aims to determine the learning media needs of Class XI students for the development of reaction rate experimental videos at SMA Negeri 7 Malinau. A total of 17 students (n = 17) and one science teacher participated in the study. Data were collected using questionnaires and interviews, then analyzed through descriptive, qualitative, and quantitative approaches. The results show that 88.24% of students experience difficulties in learning reaction rate concepts, 76.47% perceive that videos help their understanding, and 100% agree that experimental videos are needed as learning resources. These findings highlight the urgent need for offline, visually engaging, and easy-to-understand experimental videos to support students’ conceptual understanding in contexts with limited laboratory facilities. The results of this needs analysis will directly inform the content design, structure, and visual features of the reaction rate experimental videos to be developed.
Development of a Learning Module Based on the Modified Free Inquiry Approach to Develop University Students’ Critical Thinking Skills Sunandar Azma'ul Hadi
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1721

Abstract

Critical thinking is a key learning outcome in higher education, requiring logical, reflective, and productive reasoning for decision-making. This study aims to train and evaluate students’ critical thinking skills through the implementation of a teaching module based on a modified inquiry approach (free modified inquiry). The research employed a one-group pretest–posttest design with 37 first-semester students in the Biology Science Education program. Data were collected using a critical thinking test and analyzed quantitatively and descriptively using N-Gain indicators at both the individual level and for each skill indicator. The results show that the modified inquiry–based module effectively fosters critical thinking skills; N-Gain scores ranged from moderate to high categories, with the average improvement falling in the moderate category consistently across indicators. This improvement is associated with students’ active involvement in planning and organizing the learning process. The findings indicate that the free modified inquiry model is suitable for training critical thinking skills on the topic of membrane transport and has the potential for broader adoption to strengthen andragogical learning practices that position students as active subjects in learning.
Interactive Integrated Science Module with Coastal Tourism Context: A Feasibility Study on Students’ Scientific Literacy Yamin Yamin; Sunu Wahyudhi; Dimas Pemilwan Putu Praja; Mohammad Adrio Syahbana Al Jabbar
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1728

Abstract

This study was conducted in response to the limited utilization of local potential as a contextual learning resource in junior high school science instruction. The research aimed to develop an interactive science module integrated with the theme of Madura coastal tourism and to examine its feasibility for junior high school science learning. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The development process was based on observations conducted at several coastal tourism sites in Madura, including Lobuk Beach and Siring Kemuning Beach in Bangkalan, as well as Nepa Monkey Forest Beach and Loan Malang Beach in Sampang. Data were collected through expert validation instruments involving subject matter experts and media experts. The feasibility of the developed module was analyzed using descriptive quantitative techniques. The validation results showed that the interactive science module achieved a feasibility score of 95.50% from the subject matter expert and 94.88% from the media expert, both categorized as very feasible. These findings indicate that the developed module is pedagogically and technically appropriate for use as a contextual science learning resource in junior high schools. The integration of Madura coastal tourism into science learning provides meaningful local-context content and may support the development of context-based science learning experiences.
Exploring Teachers’ Perceptions of Interactive Presentation Tools for Flipped Classroom Support: A Data-Driven Study in Secondary Physics Rika Aprianti; Khoirotun Nadiyyah; Juli Firmansyah; Widiasih
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1742

Abstract

The rapid development of digital technology has encouraged the integration of various interactive presentation platforms into classroom learning, particularly in physics education, which requires active engagement and deep conceptual understanding. However, the wide range of available platforms often makes it challenging for teachers to identify tools that are pedagogically appropriate for classroom instruction and flipped classroom implementation. This study aimed to explore physics teachers’ perceptions of interactive presentation platforms and to examine their potential in supporting student engagement and flipped classroom learning. A descriptive quantitative survey approach was employed involving 17 pre-service physics teachers enrolled in the Teacher Professional Education Program at Universitas Terbuka. Data were collected using a Likert-scale questionnaire supported by open-ended responses and analyzed using descriptive statistics, including mean scores and standard deviations, complemented by limited qualitative interpretation. The findings revealed that most platforms were generally perceived positively by respondents. However, Nearpod and Lumio consistently received the highest evaluations, particularly in supporting structured learning flow, classroom interaction, and learning continuity within flipped classroom environments. Qualitative responses further highlighted instructional control, integrated learning activities, and feature flexibility as important considerations in platform selection. These findings suggest that the selection of interactive presentation platforms should consider pedagogical alignment in addition to technical interactivity. This study provides empirical insights that may support teachers and educators in selecting digital platforms that are better suited to flipped classroom learning in physics education.

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