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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.
Arjuna Subject : -
Articles 219 Documents
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Are Students' Image of Scientists Affected by Parent and Teacher Factors? A Study on the Contextual Relationship between Students, Teachers, and Parents
Journal of Science Learning Vol 9, No 1 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v8i4.85077

Abstract

For more than half a century, research has been carried out on the image of scientists. The media, textbooks, teachers, parents, and peer influence were assumed to be the basis of the stereotypical image. Empirical evidence regarding teachers' and parents' perceptions of scientists remains insufficient. This study investigated whether teachers’ and parents’ image of scientists affects the students’ image. Participants consisted of students in the 8-11 age group (n = 122), along with parents (n=104) and teachers (n = 82). Drawings collected via the Draw-a-Scientist Test (DAST) were analysed by the Draw-a-Scientist Test Checklist (DAST-C). The results showed that teachers and parents had no significant effect on students' image of scientists. Therefore, the theoretical underpinnings pointing to the origins of the stereotypical image of scientists were not supported in the study.
INFORMI: A Rasch-Validated Four-Tier Instrument to Diagnose Students’ Conceptions of Momentum and Impulse
Journal of Science Learning Vol 9, No 1 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v8i4.87805

Abstract

This study aims to develop and validate the Instruments of Four-tier Multi-representational on Momentum and Impulse (INFORMI) as a diagnostic instrument to analyze students’ conceptions in physics. The instrument was developed using the ADDIE model, which involves the stages of analysis, design, development, implementation, and evaluation. INFORMI consists of 19 items with four structured tiers: conceptual knowledge, confidence level, reasoning, and reasoning confidence. The instrument was administered to 37 eleventh-grade students at one of the Senior High Schools in Indramayu, Indonesia. Rasch analysis using MINISTEP software was conducted to evaluate the instrument’s psychometric properties. The results indicated that the the instrument fulfilled the requirement for construct validity (30%) and that all items met the fit criteria, with Outfit MNSQ values ranging from 0.60 to 1.46. The item reliability reached 0.86, and the Cronbach’s alpha was 0.62, suggesting adequate internal consistency. The distribution of item difficulty ranged from very easy to very difficult, and all discrimination indices were positive, indicating the effectiveness of each item in distinguishing students’ conceptual understanding. Analysis of student responses revealed that most students fell into the Understands Concept (UC) and partially understands (PU) categories. The findings demonstrate that INFORMI is a valid, reliable, and effective tool for identifying students’ misconceptions in the topic of momentum and impulse. It is recommended that teachers utilize INFORMI as a diagnostic instrument to inform and improve instructional strategies in physics learning.
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.
Integration of Local Potential from Grenden Village into Science E-Modules to Enhance the Science Process Skills of Junior High School Students
Journal of Science Learning Vol 9, No 1 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v8i4.88204

Abstract

Understanding the scientific process plays an important role in junior high school science education. These skills include observing, categorizing, hypothesizing, analyzing data, and communicating findings. However, various studies show that junior high school students in Indonesia still struggle to develop these skills effectively. One of the leading causes of this problem is the lack of contextual relevance in teaching materials that do not focus on improving science process skills. Therefore, this research aims to improve students' understanding of the basic concepts of thermodynamics, especially temperature and heat, by developing e-modules integrated with the local context in Grenden Village, Jember. The ADDIE model developed the e-module, which includes five systematic phases, analysis, design, development, implementation, and evaluation. Data were collected through validation sheets, practicality questionnaires, pretest and posttest instruments, and student response questionnaires. The N-gain value of 0.68 indicated a moderate level of improvement, demonstrating that the e-module effectively enhanced students’ science process skills. The student response questionnaire yielded an average score of 78.95% (good). Overall, the e-module based on the local potential of Grenden Village is valid, practical, and effective, making it suitable for use in junior high school science learning and as a foundation for further research.
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.
Artificial Intelligence-Based Stimulus Website in the Discovery Learning Model: How Does it Affect Students' Motivation, Metacognition, and Engagement?
Journal of Science Learning Vol 9, No 1 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v8i4.86172

Abstract

The limitations and conditions of teachers who have difficulty accessing or developing cognitive stimulus learning media for abstract and complex material are a challenge in themselves in implementing the discovery model. This study aims to evaluate an AI-based stimulus website developed to support the discovery learning model. learning in science learning through user perception, motivation, metacognition, and student engagement. This study uses a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results of the analysis show that the influence of learning Comprehension on Engagement has a coefficient of β = 0.437 (p = 0.002) and on Motivation Metacognition, β = 0.446 (p = 0.000), indicating that learning comprehension significantly increases student engagement and motivation. Perception of the AI website also has a strong influence on engagement (β = 0.550, p = 0.001) and motivation metacognition (β = 0.477, p = 0.002). While video quality does not have a significant effect on engagement (β = -0.052, p = 0.607) or motivation metacognition (β = 0.034, p = 0.793), indicating that psychological and cognitive aspects are more important than technical aspects of video in AI-based learning. Positive perception and conceptual understanding through AI-based websites significantly increase students' motivation, metacognition, and engagement, while the technical quality of the media does not play a dominant role. These results provide recommendations for developers and educators to prioritize interactive designs that support metacognitive reflection and active engagement of students as independent learners in discovery learning that uses AI-based stimuli.
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.
An Environmental Awareness Model Based on Scientific Learning of Environmental Pollution Issues
Journal of Science Learning Vol 9, No 1 (2026): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v8i4.88309

Abstract

Human activities cause numerous environmental problems, including pollution of the environment as well as harm to living organisms. This is the reason why environmental problems should be reduced and resolved immediately for sustainability. In the educational sector, teachers must prepare students to have awareness of environmental problems in daily life. The focus of environmental problems in this research is water pollution. The problem-based learning model can be used to raise environmental literacy and awareness of environmental issues, enabling sustainable environmental management. The purposes of this study are two-fold: (1) to analyze information about environmental awareness among students, and (2) to propose an environmental awareness model. This study is based on a questionnaire survey of junior high school students and a literature review. The survey with seven Coefficients (C) was conducted in Salatiga city, Central Java, with 112 Grade 10 students from three senior high schools who had completed integrated science learning at the junior high school level. The results show that students were aware of waste in their environment and of ways to reduce it. Students were aware enough of recycling and sorting waste; reusing water, in terms of using wastewater and collecting rainwater, in their environment. Further analysis showed that students were aware of water conservation and reducing water consumption in their environment. From the correlation between the Coefficient(s), the Environmental awareness model was outlined. This model can be used in science learning curriculum development and in advancing the SDGs (Sustainable Development Goals) by 2030.
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.

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