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Journal of Science Learning
Published by Universitas Pendidikan Indonesia
ISSN : 26146568     EISSN : 26146568     DOI : -
Core Subject : Education,
Education
Journal of Science Learning (JSL) (ISSN 2614-6568) is an open access and peer-reviewed journal published by Universitas Pendidikan Indonesia. The work collaborates with Indonesian Society for Science Educators. It serves original articles on the latest issues and trends in high quality research and theoretical position papers concerning preservice and in-service education of science teachers. The article offers ways to improve classroom science teaching and learning, and professional development. JSL is a triangual journal issued on March, July, and November.
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Articles 10 Documents
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Search results for , issue "vol 9, no 2 (2026): journal of science learning" : 10 Documents clear
The Effective Ways to Affect Students’ Motivation in Science Education: A Systematic Literature Review
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.90189

Abstract

This study addresses a critical gap in science education research, where existing studies on student motivation largely analyze singular learning methods in isolation, lacking comprehensive, comparative assessments of diverse approaches. This research reviewed Scopus-indexed articles with 5 inclusion and exclusion criterias published from 2015 to 2025 to characterize research trends and identify effective learning models and media affecting student motivation in science education. The research method used was a systematic literature review using PRISMA method. This study analyzes the characteristics of content, including publication year, publication type, countries where the research was conducted, research approach, educational level, and science content. The articles included in this study were chosen from international journals. The research approaches applied in the articles are quantitative, qualitative, mixed method, and research and development. Furthermore, this study found that students’ motivation have been evaluated in various educational level (stage) for instance in elementary school, middle school, high school, and undergraduate. Moreover, the results of science content analysis showed that the evaluation of students’ motivation was found in Science, Physics, Biology, Chemistry, and the integration of science with other subjects. Our findings reveal that while research spans various educational levels and science topics, flipped classroom and augmented reality (AR) are highly effective in fostering student motivation. This study offers valuable insights for educators and researchers on implementing impactful strategies.
Digital Flipbook Ecosystem (DFE) Based on Problem-Based Learning (PBL) to Improve Scientific Attitudes
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.90576

Abstract

Digital Flipbook Ecosystem (DFE) on Problem-Based Learning (PBL) has been applied through the biology learning process to enhance students’ scientific attitudes towards ecosystem learning material. This learning model utilizes real problems in the surrounding environment as a trigger for scientific activities, so that students are trained to be able to be open-minded, work together, have a high level of curiosity, respect data, be sensitive towards the environment, be critical, and demonstrate perseverance. The study results showed that using PBL-based DFE contributed significantly to growing and improving all dimensions of students’ scientific attitudes, especially in open-mindedness, curiosity, and willingness to cooperate (work in a team). Problem-based learning visualized through DFE has been proven to increase motivation and active participation and strengthen students’ scientific behavior consistently in the biology learning process.
Research Trends of Socio-Scientific Issues (SSI) in Bibliometric Analysis: Implications for Science Education (2010-2023)
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.88297

Abstract

Socio-Scientific Issues (SSI) are socially relevant and controversial topics that possess both conceptual and procedural connections to scientific content, making them highly pertinent to science education. Despite their growing integration into instructional practices, comprehensive studies that systematically map publication trends related to SSI in science education remain scarce. This study addresses that gap by conducting a bibliometric analysis of journal articles indexed in the Scopus database from 2010 to 2023, employing VOSviewer for visualization. A total of 174 articles were analyzed using bibliometric mapping techniques. The results indicate a significant rise in publication activity, peaking in 2023, with research predominantly centered on keywords such as socio-scientific issues, science education, scientific literacy, and education for sustainable development, and driven by major contributions from the United States, Germany, and Turkey. These findings highlight the growing global focus on SSI research and the influential role of leading authors such as Troy D. Sadler and Ingo Eilks. This study provides an overview of current research trends and suggests the need for expanded international collaboration and curriculum development to strengthen SSI integration in science education.
Science Teachers’ Readiness in Professional Training Programs for Sustainability-Oriented STEM Education
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.91239

Abstract

Integrating Science, Technology, Engineering, and Mathematics (STEM) with sustainability-oriented education is essential to preparing students to address global environmental and social challenges. Teacher readiness is a key factor in successful implementation, yet there is limited evidence about its current state in Indonesia. This study examined science teachers' readiness to implement sustainability-oriented STEM education, explored the influence of professional development experiences, and identified challenges and opportunities in classroom practice. The study used quantitative and qualitative data from 112 science teachers who completed a structured questionnaire with closed- and open-ended questions. Quantitative analysis included descriptive statistics, correlation analysis, radar plot visualization, and independent sample t-tests, while qualitative data were analyzed thematically. Findings showed that teachers demonstrated a moderate level of readiness, with high internal consistency across constructs. Correlation analysis revealed significant relationships among readiness dimensions, and the radar plot indicated stronger profiles in knowledge and skills but weaker outcomes in professionalism and collaboration. The inferential results highlighted that participation in ESD training significantly enhanced readiness with a moderate-to-large effect size, whereas STEM training alone did not. Thematic analysis generated seven themes: professional development, resources, curriculum, collaboration, knowledge, attitudes, and barriers. Teachers expressed enthusiasm for implementing sustainability-oriented STEM education but noted systemic constraints, including limited training, inadequate resources, heavy workloads, and insufficient institutional support. The study concludes that strengthening professional development programs focused on sustainability, improving facilities, aligning curricula, and fostering collaboration are critical to advancing teachers' readiness to integrate sustainability principles into STEM education meaningfully.
Effectiveness of Technology-Assisted Project-Based Learning Model in Teaching Blood Inventory Management Principles to Blood Bank Technology Students
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.88334

Abstract

This study investigates the effectiveness of a Technology-Assisted Project-Based Learning (TAPBL) model in teaching blood inventory management to undergraduate students in a Blood Bank Technology program. Using a quasi-experimental design, the study compared outcomes between a control group (traditional lectures) and an intervention group (TAPBL). Quantitative data were gathered through pre- and post-tests, while qualitative insights were derived from focus group discussions and reflective journals. The TAPBL group demonstrated significantly higher academic performance, with a mean post-test score improvement of 25.3 points versus 10.3 in the control group. ANCOVA results confirmed the instructional model had a statistically significant effect on learning gains. A Likert-scale survey revealed that over 90% of TAPBL students agreed that digital tools improved understanding and engagement. Thematic analysis highlighted four key benefits of TAPBL: authentic learning, collaborative problem-solving, digital fluency, and reflective practice. Students reported enhanced motivation, real-world relevance, and stronger teamwork and decision-making skills. The integration of simulations and cloud-based tools allowed learners to manage virtual inventories, forecast blood needs, and analyze stock issues, bridging the gap between theoretical concepts and practical applications. These findings suggest that TAPBL is a powerful and scalable pedagogical model for modernizing transfusion education. It not only enhances cognitive learning but also supports professional skill development and engagement, aligning well with Competency-Based Education (CBE) goals. This research provides empirical evidence that TAPBL can significantly improve the quality of blood bank education and help prepare students for the complexities of real-world healthcare environments.
Trends on Computational Thinking (CT) in Science Education Research (SER) (2015-2024): Bibliometrics and Content Analysis
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.91698

Abstract

This study examines research methods, target groups, technologies and pedagogies, institutions and countries involved in CT research in the SER literature. Bibliometric analysis of 137 articles identified in the SCIE and SSCI Web of Science (WoS) databases. A total of 120 articles were also subjected to content analysis. 17 articles were excluded from the content analysis because the full texts were not accessible. The results indicate that the studies focused on CT itself from 2015 to 2018, whereas from 2019 to 2020, CT was linked to computer science education, science education, teaching and learning strategies, and teacher education. However, CT has become the dominant topic, accompanied by the concept of assessment. From 2021--2022, the SARS-CoV-2 pandemic led studies focusing on programming, assessment, computer science education, robots, science education and teacher education.
Integrating Ethnoscience in Project-Based Learning: Enhance Critical Thinking and Collaboration with Local Traditional Food
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.88520

Abstract

Integrating ethnoscience into science learning provides a meaningful and culturally relevant learning experience for students. This study aims to investigate the effectiveness of Ethnoscience-Integrated Project-Based Learning (PjBL) using Cenil, a traditional Indonesian snack, in enhancing students' critical thinking and collaboration skills in science learning. The integration of ethnoscience is intended to create a culturally relevant and meaningful learning experience. The research employed a quasi-experimental design with a pre-test and post-test control group. Participants were eighth-grade students from a junior high school in Magelang, Indonesia, selected through convenience sampling. The experimental group was taught using Ethnoscience-Integrated PjBL, while the control group received Direct Instruction. Data were gathered through critical thinking and collaboration assessments, observation sheets, and peer evaluations. Multivariate Analysis of Variance (MANOVA) and effect size (partial eta squared) were used for analysis. The results demonstrated a statistically significant improvement in the experimental group’s critical thinking and collaboration skills compared to the control group (p 0.05, partial eta squared = 0.996). Students in the experimental group showed better performance in analyzing scientific problems, proposing solutions, and engaging in teamwork throughout the learning project. The integration of ethnoscience into PjBL, particularly through the context of traditional food, enhances students' critical thinking and collaborative abilities. This study highlights the potential of combining cultural knowledge with innovative learning strategies to bridge scientific understanding and local wisdom. The findings support the incorporation of ethnoscience into science education as an effective means to promote higher-order thinking and social interaction in real-world contexts.
Middle School Students’ Sustainable Living Awareness and Conscious Consumerism Perceptions: A Prediction Study
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.92265

Abstract

The purpose of this study is to examine whether middle school students' awareness of sustainable living predicts their perceptions of conscious consumerism. A predictive correlational design was employed. The sample was selected using convenience and criterion sampling methods. One hundred fifty-two middle school students (seventh and eighth grade) participated in the study. The participants included 97 females and 55 males from an urban public middle school in Kahramanmaraş, representing a predominantly middle-income socioeconomic background. Data were collected using two instruments: the Sustainable Living Awareness Scale (environmental, economic, and social dimensions) and the Conscious Consumerism Perception Scale (consumer responsibility, quality awareness, and budget–price consciousness). Data were analyzed using simple linear regression. The results indicate that middle school students' awareness of sustainable living significantly predicts their perceptions of conscious consumerism. This findings that enhancing students' awareness of sustainability is associated with an increased perception of conscious consumerism. Future research could explore the impact of activities designed to raise students' awareness of sustainable living on their perceptions of conscious consumerism through experimental methods. 
Development of an e-book based on the Integrated PBL Model of Aceh Tarek Situek Local Wisdom to Improve Problem Solving Skills and HOTS Abilities of High School Students
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.88701

Abstract

This development research uses the Research and Development method. In the development stage uses the 4D model, which consists of 4 stages, namely define, design, develop, and disseminate. The limited trial subjects consisted of 26 class XI MIPA 1 students at SMAN 1 Baitussalam. The subjects of the field trial in the experimental class 2 consisted of 30 students of X MIPA 1 and the experimental class 1 consisted of 25 students of X MIPA 3, the control classes consisted of 25 students of class X MIPA 4 at SMAN 1 Baitussalam. The data collection instruments included student response questionnaire assessment sheets, problem-solving skills assessment sheets and HOTs abilities. The validity of the lesson plan, student response questionnaire, product assessment used a Likert scale, while the validity of the instrument used v Aiken. The validity and reliability of the student assessment instrument used the Quest Application. Data analysis using MANOVA test, namely using Hotelling's T2 multivariate analysis with a significance level of 0.05. The results of the study in the form of Development of e-books Based on the Integrated PBL Model of Tarek Situek Local Wisdom: (1) e-books based on the integrated PBL model of Aceh Tarek Situek local wisdom are feasible and practical for use in Physics learning (2) e-books based on the integrated PBL model of Aceh Tarek Situek local wisdom are effective for improving problem-solving skills and HOTS abilities of high school students
Indonesian Junior High School Students’ Science Anxiety Levels: A Cross-Sectional Study of Gender and Grade
Journal of Science Learning Vol 9, No 2 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v9i1.94061

Abstract

Science anxiety is a multidimensional construct that can be influenced by both personal and environmental factors. Junior high school students are in a stage of adolescents, particularly vulnerable to mental health challenges, including anxiety. This research aims to investigate Junior High School students’ science anxiety levels differ by gender and grade level. The researcher carried out survey research by using the SAS instrument with a 5-point Likert scale. The questionnaire comprises 28 questions divided into 2 dimensions, along with 2 open-ended questions. The survey was distributed to 1041 junior high school students, consisting of 583 females and 458 males from grades 7, 8, and 9 across various provinces in Indonesia. The collected data were analyzed with descriptive statistics, then supported by the answers to open-ended questions from the students. The findings show that the average score of science anxiety is 2.66, indicating a moderate level. Regarding gender, there are no significant differences, however the average score of females is higher than males. Regarding grade, there is a significant difference between grade 8 and grade 7, with the highest average score being grade 7. The results showed that the science anxiety levels in junior high school students in a moderate level, so teachers are expected to implement supportive and engaging teaching strategies that can help reduce anxiety and foster a more positive learning environment.

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