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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 204 Documents
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Fostering Self-Regulated Learning through Character-Integrated Inquiry Laboratory Learning in Basic Elementary Physics Yusmanila, Yusmanila; Syarkowi, Ahmad; Muliani, Desy Eka; Nurpatri, Yeni; Zaturrahmi, Zaturrahmi; Fitriana, Sheila
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.39200

Abstract

This study examines the contribution of character-integrated inquiry-based laboratory learning to enhancing Self-Regulated Learning (SRL) in the Basic Concepts of Elementary Physics course. A descriptive quantitative approach with a posttest-only design was employed. The participants consisted of 68 second-semester students enrolled in the Primary School Teacher Education Program (PGSD) at Universitas Adzkia, including 53 female and 15 male students. All participants were taking the Basic Concepts of Elementary Physics course, which involves laboratory-based inquiry activities. The sample was selected using purposive sampling from two classes with similar academic characteristics.Data were collected using a validated Likert-scale questionnaire measuring key SRL dimensions, including planning, self-monitoring, self-control, reflection, intrinsic motivation, self-efficacy, independence, and responsibility. Data were analyzed using descriptive statistics, including mean scores and percentage distributions.The findings indicate that students demonstrated consistently high levels across all SRL indicators following the implementation of character-integrated inquiry-based laboratory learning. The integration of character values such as responsibility, independence, honesty, perseverance, and curiosity strengthened students’ cognitive, motivational, and behavioral regulation. These results suggest that embedding character values within inquiry-based laboratory learning provides a holistic instructional approach that supports both self-regulation and professional development. Keywords: self-regulated learning, inquiry-based laboratory, character integration, pre-service elementary teachers, basic concepts of elementary physics
Assessment of Pre-Service Chemistry Teachers’ Laboratory Teaching Self-Efficacy and Lesson Plan Quality for Deep Learning Readiness Rahmawan, Setia; Rahayu, Dea Santika; Zamhari, Muhammad
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.39231

Abstract

Laboratory-based instruction is fundamental in chemistry education because it supports conceptual understanding through direct engagement with phenomena, evidence generation, and scientific reasoning. At the same time, current curriculum reforms in Indonesia emphasise deep learning readiness, requiring learning designs that promote inquiry, higher-order thinking, and meaningful technology use. This study examines the alignment between pre-service chemistry teachers' laboratory-teaching self-efficacy and the quality of their laboratory-oriented lesson plans in fostering deep learning readiness. Using a quantitative descriptive design complemented by systematic document analysis, the study involved 46 pre-service chemistry teachers enrolled in a school-based practicum course at an Indonesian university. Data were collected using (1) an adapted Chemistry Laboratory Teaching Self-Efficacy Scale covering experimental processes, technology use, and laboratory safety and (2) an analytic rubric to evaluate lesson plans across deep learning orientation, inquiry and reasoning structure, practicum design, higher-order assessment alignment, technology integration, safety/risk documentation, and instructional clarity. Descriptive statistics summarised efficacy and lesson plan quality, while cross-tabulation explored patterns between perceived capability and planning competence. Findings indicate that most participants reported high to very high laboratory-teaching self-efficacy, particularly in experimental procedures and safety. However, most lesson plans were rated moderate, with recurring weaknesses in the design of open inquiry, explicit higher-order assessment tasks, the purposeful integration of digital tools, and detailed safety documentation. The results suggest a partial misalignment between strong self-beliefs and the demonstrated quality of deep-learning-oriented lesson planning. The study highlights the need for teacher education programmes to combine explicit rubric-based lesson planning instruction, iterative feedback cycles, and technology-rich laboratory pedagogy to strengthen deep learning readiness in chemistry education. Keywords: Self-efficacy; lesson plan assessment; laboratory-based learning; deep learning; chemistry education
Readiness Model of Pre-Service Science Teachers for Integrating Education for Sustainable Development (ESD) Based on Green Science: A Structural Equation Modeling Analysis Iskandar, Suhendra; Firdausiah, Syadza
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.39148

Abstract

The presence of Education for Sustainable Development (ESD) is crucial. Therefore, a comprehensive modeling approach is needed, particularly for pre-service teachers as future educators, a group that remains largely underexplored. This study aims to examine a structural model of the formation of the Intention to Integrate ESD among 199 pre-service science teachers at IAIN Sultan Amai Gorontalo. In this readiness model for ESD integration, sustainability literacy is positioned as the primary factor. At the same time, social norms and support, along with institutional support, are treated as contextual factors operating through psychosocial pathways. This study employed a quantitative approach, cross-sectional survey design to examine the structural relationships among variables. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4 software. The results indicate that the proposed model explains a substantial proportion of variance in the intention to integrate ESD (R² = 0.744) and demonstrates adequate predictive relevance (Q² = 0.502). Institutional support emerges as the strongest predictor (β = 0.670, p = 0.000), while sustainability literacy shows a weaker yet significant effect (β = 0.279, p = 0.000). All constructs meet the required reliability and validity criteria. The findings reveal that, contrary to many theoretical assumptions emphasizing psychosocial mediation pathways, readiness to integrate ESD is predominantly influenced by institutional support rather than by sustainability literacy. In contrast, norms and social support exert their effects through indirect pathways, strengthened by sustainability literacy. This pattern further suggests the need for reformative institutional strategies in delivering ESD to students. Keywords: Education for sustainable development, psychosocial, sustainability literacy, SEM-PLS, SmartPLS 4
How is the Students’ Sustainability Literacy of Junior High Schools in West Java? Pursitasari, Indarini Dwi; Permanasari, Anna; Rubini, Bibin; Suriansyah, Mohamad Iqbal; Nurramadhani, Annisa; Matsumoto, Toru; Rachman, Indriyani
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.38635

Abstract

This research aims to investigate junior high school students’ sustainability literacy in science learning at environmentally based schools and non-environmentally based schools. This research is quantitative and uses a survey method. The participants are 902 students from three non-environmentally oriented school-based junior high schools and three environmentally oriented school-based junior high schools in West Java. Research data were gathered via a survey questionnaire comprising 25 closed-ended statements and 2 open-ended questions, both of which were valid and reliable. Data analysis of closed statements using the RASCH model by categorizing sustainability literacy using a logit value person (LVP) design. The data analysis of open-ended questions uses Voyant Tools, a website that can digitally read and analyze text. The results showed that students' sustainability literacy in both types of schools was moderate, with averages of 77.2 and 76.9. The highest scoring aspect is awareness of environmentally friendly practices. In contrast, the lowest aspect is waste management habits, and the aspect that students in environmentally school-based settings have, with lower levels than in non-environmentally school-based settings, is environmental action and advocacy for sustainable practices. This research highlighted that junior high school students’ sustainability literacy profiles are still in the moderate category across both school categories and need improvement. Keywords: sustainability literacy; junior high school; environmentally based school; sains learning
The Effectiveness of Assemblr Edu-Based Augmented Reality and Audio Media in Enhancing Science Concepts Understanding: A Quasi Experimental Design Safrizal, Safrizal; Arafah, Kavita; Selpia, Reva; Hakimi, Musawer
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.38994

Abstract

Conventional science instruction often relies on audio-based media, which often fails to help elementary students visualize complex, abstract scientific concepts, leading to suboptimal conceptual understanding. This study aimed to examine the effectiveness of Augmented Reality (AR) media in enhancing elementary students' conceptual understanding of science compared to audio-based media. A quasi-experimental design with a non-equivalent control group was employed, involving 50 fifth-grade students who were evenly assigned to experimental and control classes. Data were collected through pretests and posttests and analyzed using N-gain scores, effect size calculations, normality and homogeneity tests, and t-tests. The results showed that the experimental class achieved a mean pretest score of 41.6 and a posttest score of 67.2, while the control class achieved mean pretest and posttest scores of 42.6 and 49, respectively. The N-gain analysis showed greater improvement in the experimental class (0.44, moderate category) than in the control class. The effect size of 1.49 demonstrated a strong influence of AR-based media on students' learning outcomes. Furthermore, the t-test results confirmed significant differences both within groups (pretest–posttest) and between groups (posttest), emphasizing the superiority of AR media in science learning. It can therefore be concluded that Assemblr Edu-based AR media significantly improve elementary students' conceptual understanding of science. Keywords: augmented reality, students’ science concepts, science learning, audio media learning
Measuring Changes in Students’ Science Literacy through E-Module-Based Physics Learning Using Rasch Analysis Nugraha, Abdurrohman Khotim; Rochman, Chaerul; Nasrudin, Dindin; Mileniati, Fajriati Ramadhini Nur; Ali, Siti Rahaimah; Patahuddin, Sitti Maesuri; Hossain, Mosaddek; Noor, Dato Norsabrina Mohd
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.39096

Abstract

This study aims to measure changes in students' scientific literacy in physics learning through e-modules focused on momentum and impulse, using the stacking and racking Rasch model techniques. The study used a one-group pretest-posttest design involving 30 10th-grade students at a high school in Bandung. Data were analyzed using the stacking and racking Rasch model techniques to identify changes in students' scientific literacy and in item difficulty levels on the logit scale. Stacking analysis results showed that e-module-based learning could increase students' scientific literacy by 1.90 logits, while racking results indicated a decrease in item difficulty levels by -1.90 logits, suggesting that the improvement in scientific literacy directly affects how students respond to the measurement instruments. These findings indicate that integrating stacking and racking techniques provides a comprehensive view of the effectiveness of e-module-based physics learning, both in terms of changes in students' abilities and the functioning of test items. This study confirms that the Rasch model is a relevant approach for examining changes in science literacy in physics learning. Keywords: e-module, physics, Rasch model, scientific literacy, science education
Developing Eco-Innovative Teaching Materials through Sugarcane Husk-Based Brick Synthesis Umatin, Choiru; Maiyanti, Aziza Anggi; Ahmad, Nur Jahan; Yusal, Yulianti; Chuquin, Ector Geovanny Pupiales
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.39045

Abstract

The purpose of this study is to develop brick synthesis teaching materials incorporating sugarcane husks, to be used as one of the teaching materials for the ethnoscience and edupreneurship course. The use of sugarcane husks in the brick-making process is very important to introduce to students of ethnoscience and edupreneurship courses because it provides new knowledge that can inspire scientific and economic impact. Clear and practical teaching materials are essential for the course. Therefore, this study uses the 4D model research and development method (Define, Design, Develop, and Disseminate). The technical analysis of quantitative data uses the results of the teaching material validation instrument completed by 4 expert validators, while qualitative data is obtained through a response questionnaire. Based on the study's results, the brick synthesis teaching material with the addition of sugarcane husks was deemed valid, with scores of 3.4 by learning experts, 3.2 by material physicists, and 3.3 by economists. Meanwhile, based on the results of the questionnaire distributed to 100 students, the results showed that 92% of students gave a very good response, which means that this teaching material is practical to use in learning, so it can be concluded that the brick synthesis teaching material with the addition of sugarcane husk is feasible and practical to use in learning. Keywords: teaching materials, brick synthesis, sugarcane husk
Mapping Science Process Skills in Biology: A Study on Digestive System Learning Ayuni, Dea Lufthania; Juanengsih, Nengsih; Shapri, Nur Izwani Mohd
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.39232

Abstract

Science process skills (SPS) play a crucial role in fostering students' scientific reasoning, inquiry abilities, and conceptual understanding in biology. However, SPS development can be inconsistent across indicators, largely due to variations in instructional practices and learning environments. This study examined students’ SPS within the context of the digestive system topic and identified the factors that influence their development. The researchers used a cross-sectional survey design involving 114 Grade 11 science students from three public schools in South Tangerang City, Indonesia, selected through purposive sampling. The researchers collect data through SPS tests and teacher interviews and analyze it descriptively using percentage scores and performance categories. The results showed that overall SPS achievement was in the good category (77%). Performance varies across indicators: predicting (89%), questioning (88%), and hypothesizing (85%) fall into the very good category; classifying (68%) and interpreting (71%) fall into the good category; and communicating (60%) emerges as the weakest indicator. Interviews with teachers indicated that the limited application of inquiry-based learning, coupled with restricted instructional time, has led to inconsistent development of students' Scientific Process Skills (SPS). These findings underscore the considerable impact that instructional design and classroom practices have on SPS outcomes. Therefore, educators need to apply more structured inquiry-based learning and provide explicit training in scientific communication and data interpretation to achieve balanced SPS development. Keywords: science process skills, biology learning, inquiry-based learning, digestive system.
Respiratory System Science Flashcards: Media Innovation for Grade VIII Students Mellisa, Mellisa; Fitri, Riadatil; Saputri, Delma
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.38109

Abstract

The observations and interviews with teachers and students indicate that it is still difficult to understand and memorize, especially on specific topics, such as the human respiratory system. The learning process still tends to rely on lectures and PowerPoint presentations. It uses teacher textbooks as media in the science learning process, making it less active and less enjoyable. This study aims to develop a valid and practical flashcard learning medium for grade VIII SMP/MTS students on the human respiratory system sub-material. This research is included in the development research (R&D) using the Plomp development model. The data collection instruments used are student and teacher interview sheets, student needs questionnaires, self-evaluation sheets, validation sheets, one-to-one evaluation test questionnaires, small-group tests, and validated practicality questionnaires or field tests. The sampling technique used is simple random sampling. The results of the material expert validation averaged 88% in the valid category. The results of the media expert validation averaged 97%, with a very valid category. The results of the learning expert validation averaged 97%, with a very valid category. The practicality test averaged 90%, categorizing it as very practical. The conclusion is that the flashcard learning media for the human respiratory system sub-topic is highly valid and very practical. Keywords: human respiratory system, development, flashcard
Knowledge Dynamics in AI-Driven Natural Science Research: A Bibliometric Review Using VOSviewer Olawale, Babawande Emmanuel
Journal of Natural Science and Integration Vol 9, No 1 (2026): 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.v9i1.39385

Abstract

This study examines how artificial intelligence is reshaping knowledge production within the natural sciences. It maps research growth, collaborative structures, and thematic developments to clarify how AI-driven methods are being adopted across global scientific communities. A bibliometric review was conducted using data from Scopus-indexed publications from 2020 to 2025. The quantitative bibliometric approach was employed to examine the structural, thematic, and collaborative aspects of AI-driven research within the natural sciences, combining performance analysis to evaluate publication output, citation impact, and productivity trends with science mapping using VOSviewer to visualise co-authorship networks, keyword co-occurrences, and co-citation relationships. For this review, the Boolean search query that was employed includes "artificial intelligence" OR "machine learning" OR "deep learning" AND "natural science.” To ensure thorough coverage, this search was conducted across the database's title, abstract, and keywords fields. The dataset comprised 667 documents after screening and duplicate removal. VOSviewer and complementary analytical techniques were employed to assess publication trends, leading authors and institutions, country-level collaboration, co-citation structures, and thematic clusters derived from Author and index keywords. The results show rapid and sustained growth, with a compound annual rate of 31.55 per cent. China and the United States lead in productivity and citation impact. Several emerging research economies are becoming more visible. The analysis reveals strong international collaboration and distinct thematic areas, including AI-assisted diagnostics, environmental modelling, bioinformatics, and predictive analytics. Co-citation networks reveal a robust intellectual foundation, grounded in widely referenced methodological and field-specific studies. This study provides a recent bibliometric assessment of AI-driven research in the natural sciences. It provides a comprehensive overview of global productivity, research influence, and thematic development. This approach facilitates a deeper understanding of how AI is transforming the field of scientific inquiry. Keywords: artificial intelligence, natural science, bibliometric analysis, research collaboration

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