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Journal of Natural Science and Integration
Published by Universitas Islam Negeri Sultan Syarif Kasim Riau
ISSN : 26204967     EISSN : 26205092     DOI : -
Core Subject : Science, Education, Engineering,
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education
Journal of Natural Science and Integration (JNSI) contains publications of research and review literature in the field of science learning such as chemistry learning, physics learning, biology learning, natural science learning and science integration as a form of intellectual property. It is affiliated with Asosiasi Dosen Tadris IPA Indonesia (ADRISPA).
Arjuna Subject : Umum - Umum
Articles 186 Documents
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Development of a Quran-Integrated Science Module to Empower the Religious Attitudes of Seventh-Grade Students in Ecology Material Akbar, Irfan; Saputro, Sulistyo; Masykuri, Mohammad
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.32556

Abstract

This study aims to develop a Quran-integrated science module to empower the religious attitudes of seventh-grade students in ecology material. The research employed a Design-Based Research (DBR) approach using Reeves' model, which consists of four stages: problem identification, design, iteration, and reflection. A total of 85 seventh-grade students from SMP Al Azhar Syifa Budi Solo and SMPIT Insan Mulia Surakarta were selected through random sampling and divided into control and experimental groups. Data analysis techniques included descriptive analysis for module feasibility based on expert validation, N-Gain score analysis to measure learning improvement, and an independent sample t-test to evaluate module effectiveness. The expert validation results showed a score of 88.8%, indicating the module’s high validity. Teacher and student responses toward the module were very positive, with scores of 90.35% and 94.29%, respectively. The independent sample t-test results revealed a significant difference (p < 0.05) in students' religious attitudes between the experimental and control groups, where students using the module showed higher religious attitudes. Additionally, the N-Gain analysis indicated a moderate improvement, with values of 0.37 for the experimental class and 0.32 for the control class. Based on these findings, it can be concluded that the developed Quran-integrated science module is both feasible and effective in empowering students' religious attitudes.Keywords: integrated Quran, religious attitude, science module
Development of Neuroscience-Based Chemistry Teaching Module on Green Chemistry Material Anggraini, Henny; Sofiyanita, Sofiyanita
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.27058

Abstract

This study aims to (1) develop a neuroscience-based chemistry teaching module on green chemistry topics, and (2) produce a valid and practical module for use in classroom instruction. The research employed a Research and Development (R&D) approach, adopting the Thiagarajan 4-D model, comprising four stages: Define, Design, Develop, and Disseminate. The study was conducted up to the Development stage, involving module validation and practicality testing. Research activities took place at Cendana High School, Pekanbaru, with participants including material experts, media experts, a chemistry teacher, and Class X-1 students. Data were collected through interviews, validity and practicality questionnaires, and student response surveys, utilizing a Likert scale. The analysis combined qualitative descriptive methods—capturing feedback, criticisms, and suggestions—with quantitative descriptive techniques to interpret questionnaire data. Results showed that the module’s content validity, assessed by material experts, reached 85.29%, categorized as very valid, while media expert validation yielded 81.25%, also very valid. Practicality tests indicated that chemistry teachers rated the module at 90% (very practical), and student responses achieved 82.96% (very practical). These findings suggest that the neuroscience-based chemistry teaching module on green chemistry is both valid and highly practical, making it suitable for enhancing chemistry instruction. Keywords: teaching module, neuroscience, green chemistry
Metacognition and Self-System Among Biology Education Undergraduates at Islamic University of Riau Idris, Tengku; Rahmat, Adi; Hidayat, Topik; Riandi, Riandi
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.36222

Abstract

Metacognition and the self-system are critical components influencing an individual's learning success. The ability to reflect on and regulate one’s learning processes must be accurately identified and assessed to support instructional planning that enhances these skills. This descriptive study aims to examine the metacognitive abilities and self-system of fifth-semester students enrolled in the Biology Education Study Program at the Islamic University of Riau. Utilizing a survey method, data were collected from a sample of 30 students, consisting of 6 males and 24 females. The instrument, a questionnaire based on Marzano’s Taxonomy and comprising three indicators per variable, was validated through expert review. Data were analyzed using percentage-based categorization and further examined through a Pearson product-moment correlation test via SPSS 22. Results indicated that all metacognitive indicators fell into the high category, with clarity monitoring achieving the highest score (80.27%) and process monitoring the lowest (77.87%). For the self-system, examining importance and emotional response were categorized as high, while efficacy was rated moderate. A significant positive correlation was found between metacognition and the self-system (r = 0.536), with the regression equation Y = 36.662 + 0.478X. These findings suggest that students exhibit high levels of both metacognitive and self-system abilities, which are significantly interrelated.Keywords: biology education, metacognitive, self-system, undergraduate
Effectiveness of Experimental Tools for Testing the Permeability of Metal Materials to Increase Student Learning Motivation Ernidawati, Ernidawati; Darmadi, Darmadi; Fauza, Naila; Idris, Idris; Syaflita, Dina; Junaidi, M.; Sundari, Putri Dwi
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.32799

Abstract

This study investigates the effectiveness of an experimental apparatus designed to measure the permeability of metal materials as an instructional medium for enhancing the learning motivation of 12th-grade science students on the topic of magnetic fields. The research was conducted at SMAIT Al Fityah Pekanbaru and MA Darul Hikmah Pekanbaru, involving 20 students from each institution. The apparatus was specifically developed to facilitate hands-on exploration of magnetic permeability in various metals. Employing a pre-experimental method, the study adopted a Pretest-Posttest Group Design to assess changes in student motivation. Data were collected using a validated ARCS learning motivation questionnaire, which evaluates four components: Attention, Relevance, Confidence, and Satisfaction. Motivation scores were recorded before and after the intervention, and the results were analyzed descriptively using normalized gain (N-Gain) and its corresponding percentage. The findings revealed a significant improvement in students’ motivation following the use of the experimental tool. The N-Gain percentage reached 86%, surpassing the established threshold for effectiveness (>75%). These results indicate that the tool is not only functional but also pedagogically effective in fostering increased motivation in learning physics, particularly in understanding abstract concepts such as magnetic permeability.Keywords : effectiveness, experimental tools, metallic materials motivation, testing permeability
The Acceptance of Kumatalibi.com for Biology Learning Enrichment: Prospective Teacher Students' Perspective Maryanti, Sri; Riandi, Riandi; Sopandi, Wahyu; Rusyati, Lilit; Kurniawan, Dede Trie; Nahadi, Nahadi; Sriyati, Siti
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.30518

Abstract

This study investigates the acceptance of prospective biology teacher students toward the Kumatalibi.Com, a web-based digital learning resource center. The research employs the Unified Theory of Acceptance and Use of Technology (UTAUT) model to examine the factors influencing technology adoption. A total of 100 prospective biology teacher students from a state Islamic university in Bandung participated as respondents. Data were collected through questionnaires and analyzed using SmartPLS software. The study focused on four key UTAUT factors: affective need (14.2%), effort expectancy (16.5%), facilitating conditions (36.9%), and performance expectancy (24.1%). The findings reveal significant insights into the factors driving the acceptance of the Kumatalibi.Com web-based learning resource. The results indicate that facilitating conditions play a dominant role, followed by performance expectancy, effort expectancy, and affective need. These insights are crucial for developing effective strategies to enhance the promotion and use of the Kumatalibi.Com platform in educational settings. The study contributes to a better understanding of the technology acceptance process, offering valuable implications for the design and implementation of digital learning tools in teacher education programs.Keywords: biology education, perspective of prospective teacher students, SEM-PLS, technology acceptance, UTAUT
Scientific Literacy as a Differentiated Learning Strategy to Improve Students Science Literacy Competence Rizalia, Syarif; Amalia, Hilda Ayu Melvi; Awan, Rusdi; Sukmawati, Sukmawati; Bidasari, Bidasari; Sulaiman, Sulaiman
Journal of Natural Science and Integration Vol 8, No 2 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i2.36163

Abstract

This study aimed to: (1) assess the level of students’ science literacy competence on the topic of the human movement system; (2) investigate the effect of science literacy strategies on students’ science literacy competence in the same topic; and (3) evaluate the effectiveness of science literacy as a differentiated learning strategy to enhance students’ literacy competence. A pre-experimental design with a control group pretest-posttest was employed, involving two 11th-grade science classes at MAN 1 South Konawe as the experimental and control groups. Research instruments included a science literacy-based written test on the human movement system and an observation sheet to monitor instructional implementation. Data were analyzed using descriptive and inferential statistics, including normality and homogeneity tests, independent t-tests, and N-Gain analysis to evaluate the effectiveness of the literacy-based strategy. Results indicated that students’ average pretest scores were categorized as basic prior to the intervention. Following the implementation of the science literacy strategy, the experimental class demonstrated significant improvement, reaching a competent category, with posttest scores exceeding those of the control group. N-Gain analysis confirmed that the science literacy strategy was more effective in enhancing students’ science literacy competence compared to conventional strategies. These findings suggest that the science literacy approach is a viable alternative for promoting conceptual understanding and critical thinking skills, particularly in biology education focused on the human movement system. Therefore, its implementation in madrasa biology learning is recommended to improve the quality of science literacy-based education.Keywords: science literacy, student competence, human movement system, learning effectiveness
Effectiveness of H5P Interactive Video in Promoting the Development of Science Critical Thinking Skills Chandra, Edy; Kartimi, Kartimi; Sarjana, Moh
Journal of Natural Science and Integration Vol 8, No 2 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i2.32493

Abstract

This study was conducted to examine the effectiveness of H5P interactive videos in enhancing students’ critical thinking skills within an online biochemistry learning environment. A true experimental design employing a pretest-posttest control group model was utilized, involving two randomly selected third-semester student classes. The experimental group received instruction through H5P interactive videos, while the control group was taught using conventional methods. The findings revealed that the students who engaged with H5P interactive videos demonstrated significantly greater improvement in critical thinking skills compared to those in the control group. The mean critical thinking score of the experimental group was 80.08, exceeding the control group’s score of 66.08. The incorporation of interactive features such as embedded quizzes and real-time feedback within the H5P videos encouraged more active participation and deeper cognitive engagement, thereby fostering the development of critical thinking. The results of this study confirm that the integration of interactive digital technology into the learning process can substantially improve the quality of education, particularly in online settings. Furthermore, the implementation of H5P supports higher levels of student engagement and enables more personalized and adaptive learning experiences, both of which are essential for cultivating reflective and critical learners.Keywords: interactive video, H5P, critical thinking, science
Science Based Competency of Teachers in Implementing Tatanén di Bale Atikan: An Analysis based on the Asia-Pacific ESD Teacher Competency Framework Alindra, Afridha Laily; Nuraeni, Fitri; Mustikaati, Wina; Hikmatunisa, Nenden Permas; Putri, Hafiziani Eka; Nurhafidah, Leni; Ravy, Hun
Journal of Natural Science and Integration Vol 8, No 2 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i2.38054

Abstract

Education for Sustainable Development (ESD) serves as a strategic framework for cultivating students’ character and ecological awareness from an early age. Primary school teachers hold a crucial role as change agents in embedding sustainability values within the learning process. This study aims to analyze elementary school teachers’ competencies in implementing ESD through the Tatanén di Bale Atikan (TdBA) approach and to examine its alignment with the Asia-Pacific ESD Teacher Competency Framework. Employing a descriptive quantitative method, data were collected using a Likert-scale questionnaire (1–5) consisting of 15 competency indicators completed by 38 teachers from various elementary schools in Purwakarta Regency. The instrument encompassed three domains: Capacity to Create Learning, Capacity to Connect through Learning, and Capacity to Continue Learning. Data were analyzed using descriptive statistics. The findings reveal that all indicators achieved an average score above 3.5, with percentage achievements ranging from 71.58% to 92.63%. Teachers demonstrated strong performance in the domains of Capacity to Create Learning and Capacity to Continue Learning. However, the Capacity to Connect through Learning domain requires further improvement, particularly in aspects of community engagement, cross-sectoral collaboration, and sustainable professional development. These findings highlight the importance of reinforcing community-based continuous professional development to ensure a more comprehensive and sustainable integration of ESD within school practicesKeywords: teacher competence, ESD, basic education, TdBA, sustainability.
Development of an E-Module Based on Multiple Representation Integrated with Islamic Education to Improve Scientific Literacy and Learning Independence of Students on Buffer Solution Material Khairanirani, Afifah; Zamsiswaya, Zamsiswaya; Fauzi, Irfan Mohd
Journal of Natural Science and Integration Vol 8, No 2 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i2.26995

Abstract

This study aims to develop a multiple-representations-based e-module to enhance students’ scientific literacy and learning autonomy in the topic of buffer solutions. The research employed a Research and Development (R&D) methodology using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Expert validation and limited trials involving teachers and students from three senior high schools in Pekanbaru were conducted to assess the e-module. The results indicate that the e-module is valid, practical, and effective in improving both conceptual understanding and learners’ autonomy. Beyond enhancing academic performance, the integration of multiple representations enables students to interrelate macroscopic, submicroscopic, and symbolic levels of chemical concepts. Moreover, the e-module incorporates Islamic educational values, emphasizing the integration of scientific knowledge with spiritual and ethical dimensions to foster holistic learning. These findings suggest that representation-based digital learning tools can serve as an effective strategy for promoting scientific literacy and self-regulated learning in chemistry education.Keywords: e-module, multiple representation, scientific literacy, learning independence, buffer solutions, islamic education.
Development of Smartphone-Based Physics Experimental Module (EFISMART) Irvani, Asep Irvan; Warliani, Resti; Muhajir, Siti Nurdianti; Mulvia, Rahmadhani
Journal of Natural Science and Integration Vol 8, No 2 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i2.29206

Abstract

This study presents the development of EFISMART, a smartphone-based physics experiment module designed toenhance students’ conceptual understanding through interactive and hands-on learning experiences. The primary aimis to develop an innovative and effective educational tool that integrates modern technology into physics learning topromote deeper engagement and comprehension. Employing a mixed-methods approach with an explanatory design,this research combines quantitative and qualitative data to assess both validity and effectiveness. The module underwentexpert validation involving three specialists in physics, pedagogy, and language. The resulting average scores—4.32(86.4%), 4.15 (83.0%), and 4.60 (92.0%)—indicate a “Very Valid” classification across all domains. Thesefindings confirm that EFISMART meets scientific, pedagogical, and linguistic standards of quality. A limited trialinvolving 16 students demonstrated that the module effectively enhanced learner engagement, conceptual mastery, andexperimental skills. Overall, EFISMART offers a contextual and technology-enhanced approach to physicseducation, promoting practical competence and a more meaningful understanding of scientific concepts. The module istherefore recommended for broader implementation in educational settings to support active and inquiry-based learningin scienceKeywords: EFISMART, phyphox, hands-on experiments, physics education, smartphone-based learning

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