cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Journal of Science Education Research
Published by Universitas Negeri Yogyakarta
ISSN : 25979701     EISSN : 25979701     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Journal of Science Education Research is a journal published by Universitas Negeri Yogyakarta, which contains articles on research in Science and Science Education.
Arjuna Subject : -
Articles 138 Documents
 10   11   12   13   14 
Profiling Sustainable Environmental Awareness of Primary School Students in Sorong District by Gender and School Location Ramadany, Lisa Dewi; Sujana, Atep; Sopandi, Wahyu; Hidayat, Febrian Andi
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.80466

Abstract

Sustainable environmental awareness is essential in shaping a generation capable of facing global environmental challenges. The study aimed to map the profile of sustainable environmental awareness of primary school students in Sorong District,considering gender differences and location (urban, suburban, and rural) across three main dimensions: knowledge, attitude, and behavior. Using a survey-based quantitative approach, data we recollected from 132 students through a Likert scale questionnaire. The results showed that male students demonstrated superior conceptual understanding, while female students were more consistent in sustainable behavior. In addition, students in peripheral areas showed the highest awareness across all dimensions.Students in urban areas excelled in collective attitudes, while students in suburban areas had the low awareness. These findings indicate the need for action-based approaches to improve sustainable behavior in male students, community-based engagement for female students,and locally-based programs to increase awareness in the suburban between urban and rural regions.The study highlighted the importance of integrating sustainability education in science subjects, especially in regions with high biodiversity and complex environmental challenges. The findings provide valuable insights for teachers and policymakers in developing sustainability education programs that are contextualized and applicable in regions with similar sociology-environmental characteristics
From Molecules to Minds: Ontological and Epistemological Perspective of Global Warming and The Implementation in Science Education Sarah, Lia Laela; Suhandi, Andi; Nahadi, Nahadi; Anwar, Sjaeful
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.81520

Abstract

The study was a qualitative research, employing ontological and epistemological approaches to explore the philosophy of global warming. Questionnaires and interviews were conducted with students and teachers, which examined whether the current implementation of global warming education aligns with ontological and epistemological perspective and propose recommendations to improve global warming education in science lesson. The ontological perspective begins with literature review that examines the unique of greenhouse gasses characterized as heat traps, focusing on microscopic view of vibrational modes of molecules and their impact on global warming. Furthermore, the epistemological perspective explored how researchers validate the scientific understanding of global warming and its impact on the environment. In addition, the questionnaire result showed that various teaching method, such as experiment, video, PhET simulation, teacher explanation, and internet exploration, were used. But most of students never see the microscopic view of vibrational greenhouse gas molecules that trap the heat. Students also did not evaluate and validate the influence of greenhouse gas concentration on increasing system temperature as epistemological approach. Therefore, the lesson of global warming especially the concept of greenhouse effect, needs an approach that integrates ontological and epistemological perspective, such integrating modeling or simulation in microscopic scale into experimental activities (bifocal modeling).
Evaluating Secondary School Students' Conception of Force and Motion Using a Four-Tier Diagnostic Test Saputra, Winata Tegar; Rusyati, Lilit
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.83165

Abstract

A major problem in education is misconceptions. The Four-Tier Diagnostic Test is one way to identify misconceptions. Since no research uses the Four-Tier Diagnostic Test to assess force and motion, the particular study aimed to investigate students’ conceptions of force and motion topics by using a four-tier diagnostic test with secondary school students and to identify the concept of force and motion topics about which most students hold misconceptions. The instrument was developed through several steps, including a preliminary study, content validity with three experts, construct validity, and reliability, resulting in 17 questions from an initial 28 questions. This research evaluated 174 students using a cross-sectional survey design and convenience sampling. The research shows that the students’ conceptions are 27.92% Scientific Knowledge, 27.92% False Positive, 6.76% False Negative, 18.59% Misconceptions, and 23.9% Lack of Knowledge. Most students have misconceptions about displacement, Newton’s law, and vectors. Also, this research included a semi-structured interview with a teacher who revealed some reasons the students demonstrate these categories of conceptions. The findings implied that the scientific knowledge conceptions of students are important, especially in physics, and teachers find the effective teaching strategy for students to increase their scientific knowledge.
Analysis of Learning Motivation Based on the POE (Predict-Observe-Explain) Learning Model in Science Education Edres, Bunga; Azizahwati; Futra, Dedi
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.83831

Abstract

Learning motivation is an important factor in science learning, but it is still uneven among students. The particular study aimed to analyze the increase in student learning motivation after applying the Predict-Observe-Explain (POE) learning model compared to conventional methods. The method used descriptive quantitative with a structured survey technique. The subjects were seventh-grade students of MTs Darul Falah Langgam in the 2024/2025 school year. The sample was selected using a purposive sampling technique, consisting of 48 students, who were divided into two classes, namely VII A and VII B, each totaling 24 students. The research instrument was a questionnaire consisting of 30 questions with six indicators of learning motivation. The results showed that the POE learning model was more effective in increasing learning motivation than conventional methods. Students’ learning motivation in classes using the POE model increased by 68% (high category), meanwhile conventional methods increased by 58% (medium category). This finding indicates that the POE approach create a more interesting learning experience, increase student engagement, and help them understand concepts more deeply through the stages of prediction, observation, and explanation.
Development Development of an Arduino Uno-Based Tactile Audio Electrical Circuit KIT To Train Visually Impaired Students' Mathematical Ability in Ohm's Law Experiment Amran, Tria Ningsih S.; Otji, Sadriyansah ST; Ratnaningtyas, Delthawati Isti; Saehana, Sahrul; Haeruddin, Haeruddin; Zaky, Muhammad
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.84757

Abstract

This study aims to develop an Arduino Uno-based Tactual Audio Electrical Circuit KIT tool and test its implementation in training the mathematical thinking skills of visually impaired students on Ohm's Law material. The problem identified is the difficulty of visually impaired students in conducting experiments and mathematical calculations on Ohm's Law material. Therefore, it is necessary to develop a KIT Tool utilizing Arduino Uno to produce sound output in the form of a guide to assembling electrical circuits and electrical measurement results. This research uses the 4D model Research and Development (R&D) method with Define, Design, Develop, and Disseminate steps. This research produced a Tactual Audio Electrical Circuit KIT equipped with audio counting aids to facilitate filling out Student Worksheets (LKS) on Ohm's Law experiments. Expert validation and empirical trials were conducted to ensure the feasibility of KIT in learning. The Arduino Uno-based Tactual Audio Electrical Circuit KIT is effective in helping visually impaired students understand the concept of Ohm's Law and train their mathematical thinking skills. This research contributes to the development of technology-based inclusive learning media and can be an inspiration for teachers in improving the quality of education for visually impaired students. It can be concluded that the tactual audio electrical circuit KIT produced received a positive response from the teacher with an average score of 4.22 with the standard "very good". The average score of students' responses to the tool is 4.58 with the category "very good". Thus, the Arduino Uno-based Tactual Audio Electrical Circuit KIT on Ohm's Law Material developed is suitable for use as a learning medium and can train the mathematical abilities of visually impaired students.
Development of Augmented Reality-Based Learning Media on Earth’s Rotation and Revolution Material for Sixth Grade Elementary Students Choirun Nisa, Lidya; Anggoro, Subuh; Masanori, Fukui
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.86901

Abstract

This study aims to develop augmented reality-based learning media using the Assemblr EDU platform to help sixth-grade elementary school students understand the material on the rotation and revolution of the Earth. This research was conducted based on the background of high levels of misconceptions and misunderstandings among students, as well as the limited availability of learning media capable of visualising abstract concepts in the material on Earth's rotation and revolution. The research method used was Research and Development (R&D) with the Four-D development model (Define, Design, Develop, and Disseminate). The subjects of this study were 1 subject matter expert, 1 media expert, and 1 language expert, as well as 37 sixth-grade students and sixth-grade teachers at SDN 2 Sokaraja Kulon. Data collection techniques included surveys, direct interviews, validation questionnaires, and student and teacher response questionnaires. The product developed was an interactive learning medium with 3D visualisation and simulation animations, accompanied by a guidebook and markers. The media was validated and revised based on expert input, then tested on a small and large scale. The research results showed that the media was highly suitable and practical for use based on validity and practicality tests, with expert subject matter validation scores of 85%, expert media validation scores of 92.5%, expert language validation scores of 95%, student response rates of 99.63%, and teacher response rates of 98.75%. This media has proven effective in helping students understand the material on Earth's rotation and revolution, while also increasing student participation, interest, and enthusiasm.
The Effect of Integrated STEM Discovery Learning Model on Computational Thinking Skills in Heat and Its Conversion Material for Grade VII Students at SMP Negeri 1 Kalasan Ghina Azizah, Ghina Azizah; Didik Setyawarno
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.88453

Abstract

This study examined the effect of a Discovery Learning model integrated with STEM (Science, Technology, Engineering, and Mathematics) on seventh-grade students’ computational thinking (CT) in the topic of heat and heat transfer. A quasi-experimental nonequivalent control group design was employed at SMP Negeri 1 Kalasan, involving two intact classes: VII B (experimental) and VII C (control). The instructional treatment embedded the Discovery Learning phases—stimulation, problem identification, data collection, data processing, verification, and generalization—within STEM activities that required students to model heat phenomena, analyze temperature–time data from simple experiments, and design testable solutions related to heat transfer and energy conversion. CT outcomes were assessed using a test aligned to core dimensions (decomposition, pattern recognition, abstraction, and algorithmic thinking), complemented by observation sheets to monitor implementation fidelity and student engagement. Data analyses indicated that the experimental class achieved significantly higher CT performance than the control class, with notable gains in decomposing heat-transfer problems, identifying patterns in empirical data, and articulating stepwise solution procedures. Observation results further revealed more active inquiry, collaboration, and iterative design behavior in the experimental group. These findings demonstrate that integrating STEM tasks into Discovery Learning effectively strengthens CT within science learning on heat and its conversion. The approach bridges conceptual understanding and procedural reasoning by engaging learners in authentic problems and guided design cycles. Practically, teachers are encouraged to incorporate structured STEM design challenges and targeted scaffolds for data interpretation and algorithmic expression. Future research should widen the sample, examine long-term retention, and explore professional development supports that sustain high-fidelity implementation.
Profile of Critical Thinking Skills and Sustainability Awareness of Junior High School Students in Dumai City Andriansyah, M; Pursitasari, Indarini Dwi
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.84132

Abstract

Critical thinking skills and sustainability awareness are important competencies for students in facing 21st century education as well as supporting the achievement of Sustainable Development Goals (SDGs). This study aims to describe the profile of critical thinking skills and sustainability awareness of junior high school students in Dumai City, using an explanatory sequential design. Data collection involved critical thinking tests, sustainability awareness questionnaires, and interviews with teachers. The results of this study show that students critical thinking skills are in the low to very low category, while students’ sustainability awareness shows a medium category in the practical aspect, but low in the behavioral and emotional aspects. This research provides important recommendations to support the development of education that integrates critical thinking exercises and sustainability education through an evidence-based approach. Sustainability awareness shows a mixed profile: moderate in the practical dimension—students can name everyday actions such as waste sorting and water conservation—yet low in behavioral and emotional dimensions, signaling limited persistence of pro-sustainability habits and weak affective commitment. These results suggest a gap between knowing and doing that schools can address through evidence-based curriculum and pedagogy.

Page 14 of 14 | Total Record : 138

 10   11   12   13   14 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2025): J. Sc. Edu. Research Vol. 9 No. 1 (2025): J. Sc. Edu. Research Vol. 8 No. 2 (2024): J. Sc. Edu. Research (Available in August) Vol. 8 No. 1 (2024): J. Sc. Edu. Research Vol 7, No 2 (2023): J. Sc. Edu. Research Vol 7, No 1 (2023): J. Sc. Edu. Research Vol 6, No 2 (2022): J. Sc. Edu. Research Vol. 6 No. 1 (2022): J. Sc. Edu. Research Vol 6, No 1 (2022) Vol 6, No 1 (2022): J. Sc. Edu. Research Vol 5, No 2 (2021): J. Sc. Edu. Research Vol 5, No 1 (2021): J. Sc. Edu. Research Vol 4, No 2 (2020): J. Sc. Edu. Research Vol 4, No 1 (2020): J. Sc. Edu. Research Vol 3, No 2 (2019): J. Sc. Edu. Research Vol 3, No 2 (2019) Vol 3, No 1 (2019): J. Sc. Edu. Research Vol 2, No 2 (2018): J. Sc. Edu. Research Vol 2, No 1 (2018): J. Sc. Edu. Research Vol 1, No 1 (2017): J. Sc. Edu. Research More Issue