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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 154 Documents
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Development of Temperature and Heat Teaching Modules Based on Problem Based Learning to Improve Students' Critical Thinking Mutiara Putri; Hamdi Akhsan; Kistiono
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.91564

Abstract

This study aims to develop a physics teaching module based on Problem-Based Learning (PBL) on Temperature and Heat for 11th grade high school students, integrated with deep learning principles and PhET virtual practicums, to enhance critical thinking skills. Due to time and resource constraints, only the first three phases of the 4-D model (Define, Design, Develop) were implemented. Three experts in content, media/design, and curriculumvalidated the module. Ten Grade 11 students from SMA PGRI Gelumbang participated in a small-group trial to assess practicality. Data were collected using a Likert-scale questionnaire and analyzed with the HEOS % formula. The module achieved an average validity score of 96.58%, classified as Very Valid, confirming alignment with curriculum standards and scientific accuracy. Practicality scores ranged from 83% to 90%, falling in the Practical to Very Practical category, indicating students found the module engaging, understandable, and feasible within classroom constraints. The integration of PhET simulations significantly reduced barriers to understanding abstract concepts like heat capacity and energy transfer. The module’s structure supports student-centered learning and can be adapted to diverse learning contexts. By embedding contextualized problems and deep learning strategies, it effectively fosters conceptual understanding and higher-order thinking. The high validity and practicality scores collectively demonstrate that the PBL-integrated module is both technically robust and pedagogically effective for improving critical thinking in thermal physics education. Keywords: Problem based learning, deep learning, temperature and heat, PhET virtual labs, 4-D model, critical thinking.
Development of PBL E-Module on the Role of Nyale Worms in Coral Reef Ecosystems to Increase Learning Interest and Critical Thinking among High School Students Mawaddah Fatin Nuradiah; Suyitno Aloysius Suyitno; Fhadinda Hizza Raphasya; Era Mutiara; Nurul Izzurrahmah; Muhammad Fikri Alfiansyah
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.91837

Abstract

This study aims to develop a Problem-Based Learning (PBL) e-module with a flipped classroom approach that is valid, Applicable, and effective in enhancing the learning interest and critical thinking skills of Phase E students on the ecosystem topic, particularly the role of nyale worms in coral reef ecosystems. Using the ADDIE development model, the study was conducted at MAN 2 Mataram with 63 students selected through cluster random sampling, where class X-11 served as the experimental group and class X-9 as the control group. The research instruments included expert validation questionnaires, Applicable assessments, critical thinking tests, and learning interest questionnaires. The results indicated that the developed e-module: (1) is valid according to media and content experts, (2) highly Applicable based on evaluations by teachers and students, and (3) effective in increasing learning interest and critical thinking skills, as evidenced by MANOVA analysis. Integrated into the PBL model, the e-module combines local potential with a flipped classroom strategy, offering students an engaging, interactive, contextual, and meaningful learning experience. Based on the research findings, the flipped classroom PBL e-module on the role of nyale worms in coral reef ecosystems is concluded to be feasible, highly Applicable, and effective in enhancing both learning interest and critical thinking skills among Phase E students in ecosystem learning.
Investigating Teachers’ Conceptualizations of Deep Learning in Science Education Nurwanti Fatnah; Zakiyyah; Mutiara Dwi Cahyani
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.90040

Abstract

This study investigates junior high school science teachers’ conceptualizations of deep learning within the context of Indonesian educational reform. Using a qualitative descriptive approach, data were collected from 39 science teachers in Cirebon through open-ended questionnaires and analyzed thematically using Atlas.ti. The results reveal that teachers define deep learning as a holistic process that integrates cognitive, affective, and psychomotor dimensions, emphasizing student-centeredness, collaboration, and meaningful learning. Teachers further articulated key principles of deep learning, including contextualization, critical and creative reasoning, innovation, independence, joyful and mindful learning, ethical awareness, and the ability to connect science concepts to real-life situations. The implementation of deep learning was characterized by project-based learning, authentic tasks, collaborative practices, backward design, and supportive classroom environments. However, teachers reported challenges such as limited resources, unequal technological access, time constraints, and diverse student readiness, indicating the complexity of translating deep learning into practice. To address these issues, teachers highlighted the need for systematic supports including sustained professional training, mentoring, peer observation, and high-quality instructional modules. The study contributes theoretically by clarifying teacher perspectives on deep learning and practically by offering recommendations for professional development and policy directions to strengthen deep learning in Indonesian science education.
Quantifying Research Productivity: A Bibliometric Analysis of Ethnoscience Syahida Ainaya; Winny Liliawati; Lilit Rusyati
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.72928

Abstract

This study aims to investigate the progress of ethnoscience research published on Google Scholar between 1966 and 2023, utilizing a computational bibliometric analysis approach with the assistance of the Publish or Perish and VOSviewer applications. Parameters including title, publication type, keywords, Citation, and year range were utilized to select the relevant data obtained from the Publish or Perish applications, resulting in a compilation of 252 articles related to the chosen theme, each spanning a period of 10 years, starting from theory, society, culture, and education, up to chemistry and physic subjects, supported by highly cited journal findings. The trending topics in the field of education are approaches and learning media. Based on the gathered data, it is evident that there are still numerous opportunities for further research in the field of Ethnoscience. The utilization of the VOSviewer application can aid in identifying problematic areas that can be explored as potential research innovation topics within the field of ethnoscience. Future research should explore the integration of ethnoscience with sustainability, digital learning, and global challenges while addressing gaps in knowledge and underrepresented contexts.
Literature Review: Effectiveness of Canva Media in Science Learning on Students' Interests and Learning Outcomes Syubhan Annur; Dodi Rizal Pradana; Fajrianour Qoyimah; Syifa Putri Mouthia; Muhammad Fuad Sya'ban
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.81653

Abstract

Canva is one of the many applications that teachers can use to create learning media. Canva simplifies the learning process for teachers and students by combining technology, skills, creativity, and other benefits. This is because Canva’s design features can enhance students' interest in learning activities, increase their motivation and learning outcomes by presenting instructional materials in an engaging way. The purpose of this study is to analyze the effectiveness of using Canva as a learning medium in increasing students' interest in learning and learning outcomes, and to find out how Canva can create interesting, interactive, and easy-to-understand learning. The data sources in this study are scientific articles published in national and international journals in the last 7 years (2017-2024) totaling 20 journal articles. Based on the analysis of the literature review of the 20 journal articles, it was found that Canva as an effective learning media in supporting distance learning. It was found that Canva as a learning medium is effective in supporting science learning activities in schools. Canva as a learning medium is considered effective for students in facilitating the understanding of abstract concepts in science subjects. The results of the study show that using Canva-based learning media can increase students' motivation and learning outcomes in science. Therefore, using Canva as an instructional medium is worth considering as a solution to improve the quality of education in schools.
Evaluating the Need for Creativity and Metacognition in STEM Integration for Sustainable Education within the Pancasila Student Profile Strengthening Project Anisa Puteri; Didit Ardianto; Indarini Dwi Pursitasari
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.84028

Abstract

This study explores the integration of metacognitive strategies, STEM elements, creativity, and Assessment as Learning (AaL) within the Pancasila Student Profile Project (P5) teaching materials in Indonesia’s Kurikulum Merdeka. Utilizing a qualitative design, the research involved rubric-based analysis of 32 P5 modules and semi-structured interviews with 10 teachers from urban and rural schools. Findings revealed that while the modules address themes of sustainability, they remain narrowly focused and exhibit moderate integration of ESD (1.3), creativity (0.5), STEM (1.6), and metacognitive scaffolding (1.3). The materials often lacked open-ended problem-solving, project-based design, and reflective prompts essential for fostering creativity and self-regulated learning. Triangulated data showed consistency between module analysis and teacher perspectives, highlighting gaps in problem-action alignment and superficial STEM applications. Thematic analysis also identified limited teacher familiarity with AaL and STEM-PjBL, reinforcing the need for targeted professional development. The study concludes that strengthening teacher capacity, scaffolding inquiry-based strategies, and revising assessment frameworks are critical to enhancing the transformational potential of P5 for 21st-century learning.
Systematic Review of the Literature: STEM Approaches in Learning to Improve Students' Argumentative Skills Irnawati; Joko Waluyo; Indrawati; Pramudya Dwi Aristya Putra
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.87273

Abstract

Scientific argumentation skills are essential competencies in 21st-century learning, which not only reflect students' critical and analytical thinking abilities, but also become the foundation for evidence-based decision-making. In the context of science learning, the integration of STEM approaches is believed to be able to strengthen students' ability to build and evaluate scientific arguments in more depth. This study aims to conduct a systematic literature review (SLR) on various STEM-based learning media and approaches used to improve students' argumentation skills. The review process was carried out by following the PRISMA 2020 protocol, including searching articles from reputable databases such as Scopus, SpringerLink, DOAJ, and Google Scholar. The inclusion criteria include articles published between 2015 to 2025, indexed by scopus Q1-Q4, explicitly mentioning argumentation skills, and being in the context of STEM education. Out of a total of 277 articles identified, 40 articles were selected for further analysis. The results of the study revealed that approaches such as argument-driven inquiry (ADI), project-based learning (PjBL), socioscientific issues (SSI), and engineering design process (EDP), have consistently proven to be effective in improving the quality of students' arguments. Learning media such as digital scaffolding, interactive simulations, argumentative worksheets, and argument mapping are widely used to support the critical thinking process and argument structuring. In addition, real-issue based learning and experimental activities show a positive impact on students' ability to structure claims, reasons, and evidence in a structured manner. This study makes an important contribution in directing the development of STEM learning designs that explicitly support the strengthening of scientific argumentation skills. The practical implications of this study include the need for teacher training, the integration of argumentation rubrics in assessments, as well as the development of adaptive digital learning media.
Electronic Worksheets for Students on Conventional Biotechnology Kombucha to Improve Critical Thinking and Creativity Skills Nurul Fadilah; Ixora Sartika Mercurian; Paidi
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.89934

Abstract

This study develops an electronic Student Worksheet (LKPD) integrated with Project-Based Learning (PjBL) on conventional biotechnology material, specifically kombucha fermentation, to strengthen Phase E students’ critical thinking and creativity. The research is based on the limited mastery of 21st-century skills, particularly critical thinking and creativity, which remain challenges in schools. A Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. The product underwent validation by media and material experts, followed by practicality testing with teachers and students. A limited trial in two Grade 10 classes involved questionnaires, observations, and tests. Data were analyzed descriptively and inferentially using MANOVA. Validation results indicated that the PjBL-based electronic LKPD is highly feasible in terms of content, technical quality, and presentation. Practicality testing also showed very good responses from teachers and students. Furthermore, MANOVA analysis confirmed a significant effect of the LKPD on improving both critical thinking and creativity simultaneously (Hotelling’s Trace, p < 0.05). In conclusion, the developed LKPD is feasible, practical, and effective as an innovative learning medium. It enhances critical thinking, fosters creativity, and contributes to the mastery of essential 21st-century competencies.
Identification of Science Laboratory Service Quality from the Perspective of Junior High School Students in Majene Regency Using the Importance Performance Analysis Method A. Mutmainnah Taslim; Wahyuni Adam; Nasran Aziza
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.90072

Abstract

This study aims to obtain comprehensive and detailed information regarding the quality and priority of science laboratory services for improving the quality of science laboratory services at the junior high school level in Majene Regency. This research used a quantitative method with a descriptive approach. The population of this study was all junior high school students in Majene Regency. The sample size was 184 students, obtained through purposive sampling. The data collection technique used was a questionnaire. The instruments used consisted of a validation sheet and a questionnaire, both of which had undergone content validation by two experts. The instrument validation stage yielded an internal consistency coefficient (content validity) of 0.83 > 0.75, indicating that the questionnaire is valid and can be used in the research activities. The data were analyzed using Importance Performance Analysis. This involved two calculations: a conformity level calculation using Microsoft Excel and a priority dimension calculation using Simple Scatter in SPSS version 26. The results of the study indicate that the quality of science laboratory services at the junior high school level in Majene Regency, from the students' perspective, is generally of high quality, as 93% of the items fall into the category of alignment between the service experienced and the expected service. Furthermore, five items were prioritized for improvement in the quality of science laboratory services at the junior high school level in Majene Regency, spread across the dimensions of reliability, responsiveness, assurance, and empathy.
Enhancing Senior High School Students’ Critical Thinking and Graphical Representation Skills through an AR-Integrated Guided Inquiry E-Book in Thermodynamics Bayu Aji Wicaksono; Heru Kuswanto
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.91998

Abstract

This study addresses the persistent challenge of improving students’ higher-order thinking skills in physics, particularly critical thinking and graphical representation abilities, which remain relatively low in Indonesian high schools. To overcome this issue, a guided inquiry-based e-book integrated with Augmented Reality (AR) was developed and tested within the domain of thermodynamics. The research employed the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages, to ensure the systematic construction of the product. A quasi-experimental pretest–posttest control group design was applied with three groups: (1) guided inquiry-based e-book assisted by AR, (2) guided inquiry-based e-book without AR, and (3) conventional PowerPoint-based instruction. The product was validated by subject matter experts and practitioners, who confirmed its feasibility across material, media, and design aspects. Student responses indicated that the developed e-book was practical and engaging for classroom use. Effectiveness testing was conducted with 90 students using MANOVA, supported by prerequisite tests for normality, homogeneity, and multicollinearity. The results revealed significant improvements in both critical thinking and graphical representation skills, with the AR-assisted e-book outperforming the other instructional methods and achieving a moderate effect size. These findings highlight the pedagogical potential of integrating AR into guided inquiry-based e-books to foster interactive, student-centered learning environments. Furthermore, the study suggests that such innovations may serve as an effective alternative to traditional physics teaching methods and could be adapted for other physics topics beyond thermodynamics.

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